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CONSUMABLE 

EDITION 



STUDENT’S 
GUIDE TO 


AMERICAN 

HISTGRV 


HAMM 

DURFEE 



PREFACE 


This book is designed to afford guidance to the student in the development of the detail of the 
lesson according to his individual time allowance, his available equipment, and his relative ability, 
assuming, of course, the teacher has presented the lesson, and has aroused in each student the desire 
to carry on for himself. It should never be assumed that any guide can be a substitute for good 
teaching. 

An attempt has been made to establish certain principles to guard against some of the difficulties 
likely to develop in the use of a guide book. (1) The teacher is expected to teach the lesson and 
the student is led to expect that leadership. (2) While space is afforded for notes on material found 
in seeking solutions of the various problems, it is purposely limited because students are expected 
to make only such brief notes as will serve to register vital points. There should be a definite 
demand for the completion of the lesson through a class discussion, with opportunity for each 
student to contribute to it and profit by it, according to his respective abilities. (3) The student 
is encouraged to be self-dependent in the gathering of simple matters of fact, to develop opinions 
of his own, and to express his individualism in class discussions and collateral reading reports. 
(4) The pursuit of the problems suggested will necessitate the use of many and varied sources, 
thereby broadening the acquaintance of both teacher and pupil with the wealth of material available 
for class use. In the suggestions for collateral reading an effort has been made to introduce con¬ 
sistently opportunities for the use of primary and contemporary source material and biographies 
as well as the usual secondary source material. (5) It is recommended that regardless of the basic 
text used, there be available in the classroom a few copies of each of the listed texts. The student 
will soon become sufficiently acquainted with all to know what is best gleaned from each. The 
extent of collateral reading will, of course, depend upon library facilities. 

Each unit is organized as follows: (I) a brief introduction or overview, intended primarily to 
focus the attention of the student upon the main problems he is about to master, but usable as 
a basis for review; (2) a list of references to several texts, the purpose of these being twofold—to 
permit the use of the guide book with several texts and to encourage the student to compare the 
material presented in the various texts; (3) an outline of the more important developments, useful 
to the student who desires such guidance; (4) required problems, representing a minimum of work 
necessary to the comprehension of the lesson; (5) additional problems, designed to challenge the 
interest of those students who are not content to achieve only minimum requirements; (6) items 
of interest, for those who have the time and inclination to go beyond the outstanding facts to the 
significance and the details which, as the name indicates, tend to make history interesting; (7) co¬ 
operative assignments, suggested as problems for group or committee solution or discussion; (8) sug¬ 
gestions for collateral reading; (9) a general but by no means exhaustive bibliography for each 
unit; (10) a list of specific references to certain topics of special importance; (11) review material 
for each unit. In addition there has been incorporated a series of eleven map studies, and, at the 
end of the formal work, a list of questions or topics to aid the student in preparing a comprehensive 
review of the whole field of American history. 

Because of the great returns from collateral reading it is recommended that students regularly 
submit reports, of prescribed limitations, covering such reading, and that encouragement be given 
this type of work through an opportunity for class presentation and discussion of the better' reports. 
A report should cover an interesting topic, from an authoritative source, and should emphasize only 
such facts or interpretations as are new or in addition to those of the textbooks. The ideas should 
be presented in one’s own words. Uniform adherence to established requirements and method of 
presentation will promote more satisfactory reports. 

(Continued on inside back cover) 


A STUDENT’S GUIDE 

TO 

AMERICAN HISTORY 


BY 

WILLIAM A. HAMM 

M 

HEAD OF THE SOCIAL STUDIES DEPARTMENT 
WALTON HIGH SCHOOL, NEW YORK CITY 

AND 

MADELEINE K. DURFEE 

I 

HEAD OF THE SOCIAL STUDIES DEPARTMENT 
CRANSTON HIGH SCHOOL 
CRANSTON, RHODE ISLAND 



D. C. HEATH AND COMPANY 

BOSTON NEW YORK CHICAGO 

ATLANTA SAN FRANCISCO DALLAS 

LONDON 







TABLE OF CONTENTS 


Ens 

.8 

,H 28 


Preface 


Inside Front Cover 


UNIT PAGE 

I. Colonial Background. 1 

II. Failure of Imperial Control. 11 

III. The War of Independence. 19 

IV. Forming a More Perfect Union. 28 

V. Rise of American Nationality . 37 

VI. Sectionalism . 52 

VII. Expansion and Conflict. 61 

VIII. Reconstruction. 76 

IX. Changing America. 86 

X. Domestic Adjustment. 101 

XI. Our Foreign Policy. 127 

XII. The Contemporary Scene. 147 

Comprehensive Review. 151 


MAP ASSIGNMENTS 


MAP FACING PAGE 

1. European Background. 5 

2. Exploration and Settlement. 6 

3. The French and Indian Wars. 15 

4. The Revolutionary War. 23 

5. The War of 1812. 46 

6. Westward Expansion. 68 

7. The Civil War. 69 

8. The Caribbean Area.139 

9. The Pacific Area.140 

10. The Western Front.141 

11. Review.155 


COPYRIGHT, 1933, 

By William A. Hamm and Madeleine K. Durfee 


No part of the material covered hy this copyright may he repro¬ 
duced in any form without written permission of the publisher. 

3 K 3 

PRINTED IN THE UNITED STATES OF AMERICA 

©ClA A 135591 


DEC 32 1933 




























UNIT I —COLONIAL BACKGROUND 


An Introduction 

The opening of the twentieth century has witnessed the passing of an old and the dawn of a new 
America; an America no longer the ever-westward beckoning frontier of the past four centuries. 
The story of the explorations, discoveries, and colonization, wherein lay the origin of the America 
we have known, is quickly told. 

The fifteenth-century European demand for eastern products, the coastal jealousy of Italian 
trade monopolies, the westward advance of the Turks, and the intellectual accomplishments of the 
Renaissance were but a few of the many influences behind the westward explorations which resulted 
in the discovery of a new world. 

The Portuguese, sailing south along the western coast of Africa, found an all-water route to 
India. The Spaniards, exploring to the west, discovered a new world and a southwest passage to 
the Indies. The English, seeking a northwest passage, challenged Spain’s claim to the northern 
continent. The French, likewise seeking a northwest passage, established claims to the Great Lakes 
and the valleys of the St. Lawrence and Mississippi. 

English colonization, a business venture undertaken by individuals or joint-stock companies, 
guaranteed to the colonists, by means of charter, their full rights as Englishmen. The southern 
colonies, agricultural in development, were characterized by their plantation system of staple crops, 
slave labor, class distinctions, and comparatively close affiliation with England and its institutions. 
While both settlement and expansion of New England can be traced to religious and political differ¬ 
ences, economic and social motives were significant. Puritan New England, centered about its 
churches, in comparatively democratic townships, added to its diversified agriculture a considerable 
development in industry and commerce. The Dutch and Swedish settlements of the middle colonies, 
partaking of characteristics of both the northern and southern groups, were destined to absorption 
by their English neighbors. 

Cheap land, abundant raw materials, and opportunities for production and trade produced 
conflicting English and American views regarding the relations of colony and mother country in 
matters of trade, commerce, and taxation. Limited as were the social developments of the colonists, 
their political progress rivaled their economic accomplishments. The transfer of English common 
law, of the representative system of government, and the preservation of self-government, regardless 
of royal or parliamentary pressure, prepared the way for the independent, self-governing nation 
that was destined to emerge. 


Textbook References 


Hamm, Bourne, and Benton: 3-53 


Bassett: 1-110,134-160; Beard and Beard: 3-92; Elson: Latane: 1-96; Muzzey: 1-93; Wertenbaker and Smith; 
1-143,179-200; Fish: 11-104; Fite: 3-76; Forman: 1-89; 3-74; West: 1-120. 

Guitteau: 1-90; Hart: 1-90, 107-125; Hulbert: 1-100; 


An Outline of the More Important Developments 

I. Settlement of the new world 

America, frontier outpost of Europe 

Early settlements by Spanish, Portuguese, 
French, English, Dutch, and Swedish 
colonists 

English defeat of the Spanish Armada 
Development of the joint-stock company 
Corporate, proprietary, and royal colonies 
Growth of the English colonies 


Expansion into neighboring areas 
Colonies acquired by conquest 
Motives behind colonization 
Types of colonists 

II. Colonial economic and social life 

The spread of European civilization 

Relations between colonists and native pop¬ 
ulations 




2 


AMERICAN HISTORY 


Intercolonial communication 
Town and city development 
Economic conditions 

Colonial agriculture, manufacture, and com¬ 
merce 

The mercantile theory of trade 
British Navigation Acts 
Colonial fisheries 
Social and intellectual progress 
Colonial amusements 
Religious differences and influences 
Lack of scientific knowledge, books, and 
libraries 

Newspapers and almanacs 
Colonial education 


Colonial government 

European political background 

Absolute monarchies of the continent 
Parliamentary limitations of English mon¬ 
archy 

Colonial political refugees 
Government in the colonies 
Local government units — town, parish, and 
county 

Colonial assemblies and royal governors 
English common law and limited suffrage 
Colonial challenges to royal and parliamen¬ 
tary authority 


III. 


Required Assignments 

I. The Settlement of the New World (Hamm, Bourne, and Benton: 3-21) 

1. (a) In what sense has America served as a European frontier? (b) How has this affected the 
development of our ideas and traditions? Prepare a list of these ideas and traditions. 


2. (a) Tabulate briefly as to name, date, and territory explored the outstanding accomplish¬ 
ments of the more important explorers for Portugal, Spain, France, and England, (b) Compare 
their results as to areas explored, immediate riches located, and later value for colonization. 


3. (a) Define exactly and account for the use of the joint-stock company as a colonizing 

agency, (b) Were such undertakings equally successful as colonizing and as business ventures? 


COLONIAL BACKGROUND 


3 


4. (a) Distinguish between corporate, proprietary, and joint-proprietary charters, (b) Why 
were so many colonies eventually placed under the administration of royal governors, direct 
representatives of the king? (c) Was such a step favorable or unfavorable to colonial interests? 


5. List the numerous motives influential in populating the colonies, and show how the many 
motives produced various types of colonists, English and non-English, voluntary and involuntary. 


II. Colonial Life (Hamm, Bourne, and Benton: 22-40) 

1. Prove by definite examples from particular sections that, while there may have been no 
definite boundary lines separating the various types of colonial agriculture, geographical and 
physical factors determined to a considerable extent the type of agricultural production of each 
section. 


2. (a) What was the mercantile theory of trade? (b) What measures in regard to colonial trade 
resulted from it? (c) What effect had their enforcement upon colonial attitude toward the home 
government? (d) Explain the opposing laissez-faire theory. Is either policy definitely preferable 
for present-day business? 


3. The vital question in regard to the British colonial trade policy was not the balance between 
its limitations and benefits to colonial trade but its wisdom in face of colonial opposition. Weigh 
its advantages and disadvantages and comment upon its wisdom. 


4 


AMERICAN HISTORY 


4. (a) Which aspects of colonial life indicated social or intellectual progress? (b) What factors 
which we consider essential to present-day social and intellectual life were conspicuously lacking? 


5. In your opinion which did more to promote colonial education — the freedom from physical 
labor afforded by the South’s slave system, or the Puritans’ demand for a knowledge of Scripture? 
Why? 


6. Define “religious toleration.” Did it exist anywhere among the early colonists? Does it 
exist today? 


III. Colonial Government (Hamm, Bourne, and Benton: 41-53) 

1. (a) In what sense may the English colonization of America be termed a part of the seven¬ 
teenth-century English struggle for a more popular government than that which prevailed on 
the continent? (b) What bearing would the fact have on colonial developments? 


2. (a) Distinguish between the town, parish, and county units of local government, (b) Which 
was the more characteristic of each section? Why so? What of the cities? (c) What value has 
local government? 


3. (a) Account for the speedy development of representative assemblies and the subsequent 
division of all but those of Pennsylvania and Delaware into two houses, (b) Were they truly 
representative assemblies? (c) Were they any less so than our present-day assemblies developed 
by political party caucuses or primaries? 























. 



































































































































EUROPEAN BACKGROUND 






























COLONIAL BACKGROUND 


5 


4. (a) “The transplanting of English institutions included more than the form of organization 
in town, county, and colony.” What else of political value was transplanted? (b) Did any 
conspicuous changes, omissions, or additions develop in the course of colonial adaptation of 
English institutions? 


5. (a) What political value had land ownership, church membership, and military service? 
(b) Have any of the three any particular political value today? 


6. (a) Define democracy, (b) Did democracy, as you have defined it, exist in the English 
colonies? (c) What factors contributed to its development and what factors operated against it? 


Map Assignment 1. European Background 

On Map 1, or on a tracing (according to teacher’s directions), do the following: 


Locate by name: 

1. Europe 

8. 

Cathay 

2. Asia 

9. 

Canary Islands 

3. Africa 

10. 

Cape de Verde Islands 

4. Italy 

11. 

Cape of Good Hope 

5. Spain 

12. 

Bahama Islands 

6. Iceland 

13. 

Strait of Magellan 

7. India 




B. Draw the lines showing: 

1. The known world at the time of Columbus 

2. The Line of Demarcation, 1494 

C. On the insert map (the Mediterranean enlarged) 

Locate by name: 

1. Venice 2. Genoa 3. Constantinople 4. Palos 5. Cadiz 


D. 


With lines of varied colors or designs, locate and name the routes of: 


1. Diaz, 1486 

2. Columbus, 1492 

3. Cabot, 1497 

4. Da Gama, 1498 

5. Cabral, 1500 


6. Vespucius, 1501 

7. Magellan, 1519 

8. Verrazano, 1524 

9. Cartier, 1534 

10. Drake, 1577 


6 


AMERICAN HISTORY 


Map Assignment 2. Exploration and Settlement 

On Map 2, or on a tracing (according to teacher’s directions), do the following: 

A. Draw lines, varied in color or design, to indicate the inland routes of: 

Champlain 
Marquette and Joliet 
La Salle 

Henry Hudson (for the Dutch) 
Henry Hudson (for the English) 


ment 


1. Ponce de Leon 

7. 

2. De Soto 

8. 

3. Coronado 

9. 

4. Balboa 

10. 

5. Cabeza de Vaca 

6. Cartier 

11. 

ate, by name, the following: 

1. St. Augustine 

2. Quebec 

4. 

3. Montreal 

5. 


C. On the insert map outline, with various colors: 


D. 


settlements of: 

The proprietary grants to: 

1. Virginia 

1. 

John Mason 

2. Plymouth 

2. 

Lord Baltimore 

3. Massachusetts Bay 

3. 

Ferdinando Gorges 

4. Connecticut 

4. 

The Eight Noble Lords 

5. Rhode Island 

5. 

Lord Berkeley and George 

6. New Haven 

6. 

The Duke of York 


7. 

William Penn 


8. 

James Oglethorpe 

the insert map locate, by name, 

the following: 


1. Jamestown 

6. 

Providence 

2. Plymouth 

7. 

Christina 

3. New Amsterdam 

8. 

Charleston 

4. Boston 

9. 

Philadelphia 

5. St. Mary’s 

10. 

Savannah 


Additional Problems 

1. (a) Show that the discovery of a new world was the logical outcome of developments in the 
old world, (b) From European histories identify each of the following, and reason out the relation 
each would have to a subsequent period of exploration: Marco Polo, The Holy Sepulchre, The 
Humanists, John Gutenberg, Toscanelli. 

2. Account for the fact that so many of the explorers were Italians, and explain why they sailed 
for countries other than their own. 

3. (a) Name the more important native tribes encountered by each European group in its 
settlement, and compare the relations of each group with those encountered, (b) Was the matter 
of existing relationships at all important? Why? 

4. Prove that there was an appreciable transfer of European culture to the new world other 
than that brought by the English. 

5. Explain how conditions in Stuart England tended to encourage emigration to the new world. 
Note particularly the effects of the theory of the Divine Right of Kings, the conflict between 
Dissenters and Anglicans, the development of inclosures, and the granting of monopolies. 
(See also Hamm, Bourne, and Benton: 21, 39, 40, 53.) 

Items of Interest 

Comment briefly on each of the following: 

1. The significance of the desire for gold and the demand for fish in the colonization of the 
new world. 

2 The basis of Virginia’s claim to land in the vicinity of the Great Lakes and the basis of 
Massachusetts’ claim to Maine. 

3. The difference in location, origin, and the political nature of Connecticut and New Haven 
colonies. 


map n 

EXPLORATION 
AND SETTLEMENT 

0 200 400 800 \Z00 

I - « I_I_I-1 

SCALE OF MILES 










































COLONIAL BACKGROUND 


7 


4. The necessity of the patroon system for the development of New Netherland. 

5. The effect upon colonial economic life of a lack of skilled artisans and a knowledge of in¬ 

tensive farming. 

6. The failure of feudalism to take root in the new world. 

7. The political significance of the Zenger trial. 

8. Methods used to secure colonial immigrants. 

9. Bacon’s Rebellion. 

10. The slave trade. 

Cooperative Assignments (See Hamm, Bourne, and Benton: 53.) 

1. Organize the class into thirteen committees, assigning to each the intensive study of one of 
the colonies. Have each committee prepare tables and charts which detail the development of 
the colony — beginnings, outstanding leaders, population, resources, industries, cities, its relations 
with the Indians, religious and cultural development, government, and important events in its 
history. Each committee should endeavor to obtain illustrations of the colony it studies, and to 
prepare a bibliography of the sources of its information. 

2. Assign one committee to study the organization and activities of a New England town meet¬ 
ing, and another to study colonial legislatures. Have these two committees take charge of organiz¬ 
ing the class into a town meeting and a session of a colonial legislature — debating, discussing, and 
acting upon actual colonial problems. 

3. Develop in some detail a comparison of the educational, religious, political, and economic 
development of one of the New England, Middle, and Southern colonies. 


Suggestions for Collateral Readings 

Period, of exploration and discovery: European trade and trade routes of the 15th century; Italian and Portu¬ 
guese explorers; scientific and geographical contributions of the Renaissance; papal line of demarcation; 
the Aztec and Inca civilizations; the naming of America; the great Armada; voyages of the Norsemen; 
Elizabethan seamen. 

Period of colonization: the English wool industry; the Puritan Revolution; crossing the Atlantic; life in a 
Puritan New England town; life on a Southern plantation; Quaker democracy and friendship; the Patroons 
of New York; John Locke’s fundamental constitutions for Carolina; Bacon’s Rebellion; colonial paper 
money controversies; colonial amusements; the Mayflower Compact; the Maryland Toleration Act; 
introduction of Negro slavery. 

Biographies: Marco Polo, Prince Henry the Navigator, Christopher Columbus, Fernando Magellan, Roger 
Williams, William Penn, Benjamin Franklin. 


Bibliography (See Hamm, Bourne, and Benton: 21, 40, 53.) 
General Histories 

Becker, C. L.: Beginnings of the American People 
Carman, H. J., and McKee, S.: A History of the United 
States 

Channing, E. : History of the United States 
Hildreth, R.: History of the United States 
Priestley, H. I.: The Coming of the White Man 
Wertenbaker, T. J. : The First Americans 
Wilson, W.: History of the American People 
Winsor, J.: Narrative and Critical History of America 

European and English Histories 

Cheyney, E. P.: Short History of England 
Green, J. R.: Short History of the English People 
Hayes, C. J., and Moon, P. T.: Ancient and Medieval Europe 
McKinley, Howland, and Dann: World History in the 
Making 

Robinson, J. H.: History of Western Europe 
Webster, H.: Medieval and Modern Times 

Special 

From the American Nation Series 

Andrews, C. M.: Colonial Self-Government 
Bourne, E. G.: Spain in America 


Cheyney, E. P. : European Background of American History 
Farrand, L. : Basis of American History 
Greene, E. B.: Provincial America 
Thwaites, R. G.: France in America 
Tyler, L. G. : England in America 
From the Chronicles of America Series 
Andrews, C. M.: Colonial Folkways 

-: Fathers of New England 

Fisher, S. G.: The Quaker Colonies 
Goodwin, M. W.: Dutch and English on the Hudson 
Huntington, E.: The Red Man's Continent 
Johnston, M.: Pioneers of the Old South 
Munro, W. B.: Crusaders of New France 
Richman, I. B.: The Spanish Conquerors 
Skinner, C. L. : Pioneers of the Old Southwest 
Wood, W. : Elizabethan Sea-Dogs 

Economic and Social 

Bogart, E. L.: Economic History of the United States 

Calhoun, A. W. : Social History of the American Family 

Coman, K. : Industrial History of the United States 

Day, C.: A History of Commerce 

Earle, A. M.: Home Life in Colonial Days 

Fisher, S. G.: Men, Women, and Manners in Colonial Times 



8 


AMERICAN HISTORY 


Forman, S. E.: Sidelights on Our Social and Economic His¬ 
tory 

Hockett, H. C.: Political and Social History of the United 
States 

Kirkland, E. C. : History of American Economic Life 

Prescott, D. R.: A Day in a Colonial Home 

Tryon, R. M.: Household Manufactures in the United States, 

mo-mo 

Weeden, W. B.: Economic and Social History of New England 
The Colonies 

Becker, C. L.: Beginnings of the American People 
Bolton, H. E., and Marshall, T. M. : The Colonization of North 
America 

Eggleston, E.: Beginners of a Nation 
Fiske, J. : Discovery of America 

-: Old Virginia and Her Neighbors 

-: Beginnings of New England 

-: Dutch and Quaker Colonies 

Greene, E. B.: Foundations of American Nationality 
Lodge, H. C. : Short History of the English Colonies in America 
Usher, R.: The Pilgrims and Their History 

Miscellaneous 

Adams, J. T.: The Founding of New England 
Beer, G. L.: The Origins of the British Colonial System 
Brigham, A. P. : Geographic Influences in American History 
Fischer, T.: Discoveries of the Northmen in America 
Hewins, W. A. S.: English Trading Companies 
Parkman, F.: Jesuits in North America 

-: Pioneers of France in the New World 

Schlesinger, A. M.: New Viewpoints in American History 
Sparks, E. E.: Expansion of the American People 

Biography 

Beazley, C. R.: Prince Henry the Navigator 
Fisher, S. G.: The True William Penn 

Specific References 

European Trade Routes: 

Cheyney: Background, 22-40 

Italian and Portuguese Explorers: 

Cheyney: Background, 41-59, 60-78 

The Northmen: 

Fiske: Discovery, 148-218 
Hart: Contemporaries, I, 28-34 

The Naming of America: 

Bourne: Spain in America, 84-103 
Fiske: Discovery, II, 107-163 

Spanish Achievement: 

Bourne: Spain in America, 190-252; 302-319 
Channing: History of the United States, I, 59-85 

New France: 

Munro: Crusaders of New France, 32-59 
Parkman: Pioneers of France, 229-454 

Elizabethan Seamen: 

Channing: History of the United States, I, 115-142 
Green: England, 405-420 
Hart: Contemporaries, I, 75-88 
Tyler: England in America, 6-21 

Stuart England: 

Cheyney: Background, 240-260 

-: England, 383-430, 431-465 

Green: England, 460-464 


Franklin, B.: Autobiography 
Hildebrand, A. S.: Magellan 
Irving, W.: Life of Columbus 
Markham, C. R.: Life of Columbus 
Parkman, F.: La Salle 
Polo, M.: Travels of Marco Polo 

Russell, P.: Benjamin Franklin: The First Civilized American 
Straus, O. S.: Roger Williams: Pioneer of Religious Liberty 

Source Material 

Beard, C. A.: Readings in American Government and Politics 
Bradford, W.: “ Plimoth Plantation ” 

Columbus, C.: Journal of the First Voyage to America 
Hart, A. B.: American History Told by Contemporaries 
James, J. A.: Readings in American History 
Jameson, J. L.: Original Narratives of Early American 
History 

Jesuits: Letters from Missions 

MacDonald, W.: Documentary Source Book of American 
History 

-: Select Charters 

Major, R. H.: Select Letters of Columbus 
Muzzey, D. S.: Readings in American History 
Old South Leaflets 

West, W. M.: Source Book in American History 
Fiction 

Bacheller, I.: In the Days of Poor Richard 

Byrne, D.: Messer Marco Polo 

Hawthorne, N.: The Scarlet Letter 

Hewlett, M.: Gudrid the Fair 

Hough, E.: The Mississippi Bubble 

Irving, W.: Knickerbocker s History of New York 

Janvier, T. A.: The Aztec Treasure House 

Johnston, M.: 1I/.92 

-: To Have and To Hold 

Kingsley, C.: Westward Ho! 


Chartered Commercial and Colonial Companies: 
Cheyney: Background, 123-167 
Forman: Sidelights, 107-110 

Pilgrims and Puritans: 

Andrews: New England, 72-87 
Channing: History of the United States, I, 271-355 
Eggleston: Beginners of a Nation, 98-219 
Fiske: New England, 1-110 

Hart: Contemporaries, I, 167-170, 187-195, 313-365, 366- 
396 

Winsor: Narrative History, III, 257-265 


Fiske: Old Virginia, II, 181-203, 220-235, 327-333 
Greene: Provincial America, 45-66 
Hart: Contemporaries, I, 301-306 
Tyler: England in America, 60-117 

The Quakers: 

Andrews, C. M.: Colonial Self-Government, 162-201 
Channing: History of the United States, II, 94-126 
Fiske: Dutch and Quaker Colonies, II, 108-114 

The Patroons and the Dutch: 

Andrews: Colonial Self-Government, 74-100 
Fiske: Dutch and Quaker Colonies, 133-140 
Goodwin: Dutch and English on the Hudson, 32-50 

The Indians: 

Farrand: Basis of American History, 195-271 
Fiske: Discovery, I, 38-147 


Southern Settlements: 









COLONIAL BACKGROUND 


9 


Hart: Contemporaries, I, 49-57, 203-205, 214-218, 318-320; 
II, 334-336 

Huntington: Red Man’s Continent, 118-172 
Parkman: Jesuits, 3-87 

Richman: Spanish Conquerors, 91-138, 154-215 

Colonial Agriculture, Industry, and Commerce: 
Andrews: Colonial Folkways, 178-203 

-: Colonial Self-Government, 288-313 

Callender: Economic History, 22-28, 51-63, 78-84 
Channing: History of the United States, II, 367-400 
Coman: Industrial History, 32-88, 340-376 
Faulkner: Economic History, 27-116 
Forman: Sidelights, 145-147 
Hart: Contemporaries, I, 175-178; II, 251-254 

Colonial Religion, Education, Amusements: 

Andrews: Colonial Folkways, 70-177 

-: Fathers of New England, 72-87 

Greene: Provincial America, 275-276, 303-304 
MacDonald: Documentary Source Book, 53-55 

Colonial Government: 

Andrews: Colonial Self-Government, 288-307 
Hart: Contemporaries, I, 218-225 
MacDonald: Documentary Source Book, 1-43 
Tyler: England in America, 210-228 


The Zenger Trial: 

Goodwin: Dutch and English on the Hudson, 193-205 

Indentured Servitude: 

Callender: Economic History, 44-51 

Negro Slaves: 

Bourne: Spain in America, 269-281 
Forman: Sidelights, 14-17 

Frontier Life: 

Forman: Sidelights, 57-70 

Skinner: Pioneers of the Old Southwest, 1-74 

Bacon’s Rebellion: 

Andrews: Colonial Self-Government, 215-231 
Hart: Contemporaries, I, 242-246 
Johnston: Pioneers of the Old South, 161-198 
Muzzey: Readings, 30-34 

England’s Colonial Trade Policy: 

Andrews: Colonial Self-Government, 3-21 
Beer: Origins of Colonial System, 53-77, 176-240 
Channing: History of the United States, II, 7-13, 230-279 
Faulkner: Economic History, 105-113, 140-148 
Forman: Sidelights, 107-130 

Hart: Contemporaries, II, 127-131, 244-247, 249-250 


Review 

A 

Define briefly each of the following words, particularly in relation to the periods of exploration 
and colonization: 

1. frontier, 2. monopolies, 3. charter, 4. Armada, 5. Renaissance, 6. colonization, 7. plantation, 
8. inclosures, 9. corporate, 10. exploration, 11. Line of Demarcation, 12. slave, 13. rights and priv¬ 
ileges, 14. staple crops, 15. social institutions, 16. motives, 17. agricultural, 18. representative 
government, 19. industrial, 20. proprietary, 21. raw materials, 22. royal colony, 23. joint-stock com¬ 
pany, 24. mercantile theory, 25. Anglican, 26. indentured, 27. patroon, 28. land grants, 29. town, 
30. Quaker, 31. intolerance, 32. assemblies, 33. almanacs, 34. artisan, 35. laissez-faire theory, 
36. county, 37. feudalism, 38. navigation acts, 39. redemptioner, 40. refugee, 41. Parliament, 
42. parish, 43. property qualification, 44. Dissenter, 45. cheap land, 46. Catholic, 47. immigration, 
48. toleration, 49. involuntary servitude, 50. Congregationalist. 


B 

In each of the following select the most satisfactory interpretation: 

1. Regardless of whatever additional motives may have influenced the settlers, the fact remains 
that the English colonization of America was undertaken as a (1) pilgrimage of lovers of religious 
liberty, (2) bloodless revolution against divine right rule, (3) commercial undertaking for the acquisi¬ 
tion of wealth, (4) continuation of the European balance of power in the new world. 

2. England encouraged colonial (1) production of shipbuilding and naval stores, (2) weaving 
of woolen cloth, (3) manufacture of steel from iron ore, (4) importation of sugar and molasses from 
the French and Dutch West Indies. 

3. English colonial government was primarily (1) a continued recognition of royal authority, 
(2) an acceptance of the increasing growth of parliamentary supremacy, (3) a development of local 
home rule, (4) an acceptance of the theory that unwritten constitutions were undesirable. 


C 

Develop in full one or more of the following: 

1. Viewing the colonies as a frontier of Europe, compare colonial life with that of the continent 
during the same period, as to the struggle for existence and the individual opportunities for advance¬ 
ment. What areas today, if any, might be termed the frontiers of civilization? Do they offer 
similar opportunities? 




10 


AMERICAN HISTORY 


2. Define the terms “institutions” and “culture.” List as many as possible of the institutions 
of English life transferred to the new world. Considering their number, is it possible ever to achieve 
a distinctly American culture? 

3. What political practices and ideals of the colonial period have had a permanent influence 
upon the American political system? 


D 

Rearrange the order of column 2 so as to bring together in columns 1 and 2 those items closely 
associated with each other. 

1 2 


1 . 

Haiti 

Free press 

2. 

Benjamin Franklin 

First American newspaper 

3. 

New Netherland 

Mayflower Compact 

4. 

Favorable balance of trade 

Salem 

5. 

Brazil 

Religious liberty 

6. 

Introduction of Negro slavery 

Southern colonies 

7. 

Jamestown 

Whalers 

8. 

“Spanish Main” 

Gloucester 

9. 

Joint-stock company 

Shipbuilding 

10. 

Port Royal 

French and Dutch West Indies 

11. 

House of Burgesses 

Navigation Acts 

12. 

Lord Ashley and associates 

New York 

13. 

Fishermen 

Quaker refuge 

14. 

Zenger 

Oglethorpe’s philanthropic scheme 

15. 

Lord Baltimore 

Carolinas 

16. 

Sugar and Molasses Act 

Virginia Assembly 

17. 

Georgia 

Catholic refuge 

18. 

Nantucket 

First English settlement 

19. 

Pilgrims 

First French settlement 

20. 

Boston News Letter 

Colonizing capital 

21. 

Pennsylvania 

Elizabethan Sea Dogs 

22. 

Witchcraft 

Spaniards 

23. 

Fox hunting 

Portuguese colony 

24. 

Roger Williams 

Pioneer scientist 

25. 

New England 

First Spanish settlement 


UNIT II —FAILURE OF IMPERIAL CONTROL 


An Introduction 

The eighteenth century saw the struggle between England and France for the colonial and 
commercial supremacy of the world. While the theory of mercantilism would, as a matter of course, 
involve the colonies in European political and commercial rivalries, the declining power of Spain, 
Sweden, and Holland in the new world left France the only challenge to English supremacy. 

Although this struggle for a continent centered upon the control of the Ohio and Mississippi 
Valleys, the ravages of Indian warfare terrorized the older settlements from New York to Maine. 
The differences in the character of the two peoples, in the nature of their settlements, and in their 
respective political, economic, and social developments played a considerable part in determining 
the outcome of the war. 

The results of the war were to go far beyond settling relations between English and French 
colonists. They led to questions of empire administration, colonial unity, frontier expansion, and 
ultimately to the question of future colonial allegiance to England, itself. 

The English colonies, by virtue of their location and England’s obligations elsewhere, had, for a 
number of years, been developing an independence of political and economic thought and action. 
Freed through the defeat of the French from the danger of foreign conflict, they looked forward to 
expansion, both economic and territorial. Instead, they found themselves faced with a program 
of imperial administration which threatened both the independence of thought and action to which 
they had become accustomed and their rightful participation in the developments of the future. 

Regardless of the possible justification of various measures of the imperial program, the stubborn 
character of George III, the selfish economic interests of groups and individuals, the differing con¬ 
ceptions of representative government, and, above all, the failure of those in power to appreciate 
at that time the colonial spirit doomed to failure all attempts at conciliation. The struggle for 
independence was inevitable. 

Textbook References 

Hamm , Bourne, and Benton: 54-94 

Bassett: 111-133, 161-185; Beard and Beard: 92-133; 136; Hulbert: 101-131; Latane: 97-159; Muzzey: 93- 

Elson: 144-177, 201-226; Fish: 104-130; Fite: 77-135; 128; Wertenbaker and Smith: 74-122; West: 121-145. 

Forman: 80-135; Guitteau: 91-126; Hart: 91-106, 126- 

An Outline of the More Important Developments 

I. The struggle for a continent 

Rivalries among the European powers 

Causes of European wars in the 18th century 
Colonial rivalry of France and England 
Regions involved in French and English 
rivalry 

Differences between French and English 
settlements 

The French and Indian War 

Colonial wars part of a world struggle 
The contest for the Ohio Valley 
William Pitt, the Elder, empire builder 
Terms of the Treaty of Paris, 1763 
Indirect results of the intercolonial struggle 
Colonial union or continued disunion 
Conditions fostering union 
Conditions fostering separation 
Attempts at colonial union 
Geographic conditions and colonial union 
The frontier and colonial union 


II. The attempt to control the colonies 
The problem of empire 

The character of King George III 
The chief elements in the problem of empire 
The effect of conflicting economic interests 
The effect of personal interests on the prob¬ 
lem 

New British program of imperial control 
Post-war depression unfavorable to new 
plans 

Immediate problems of Indians, debt, and 
reform of administration 
The chief features of Grenville’s policy 
Colonial resistance 

Objectors to Grenville’s program 

Patrick Henry’s resolutions 

The colonial theory of taxation 

The Stamp Act Congress 

Difficulties in enforcing Grenville’s program 

Repeal of the Stamp Act 


11 


n 


AMERICAN HISTORY 


Colonial misunderstanding of the new plan 
Chief colonial theories concerning Parlia¬ 
ment’s power 

HI. The attempt to coerce the colonies 

Political practices in England and America 
George III and the imperial program 
Colonial attitude toward executive power 
Undemocratic character of English govern¬ 
ment 

Difference between virtual and real repre¬ 
sentation 

Townshend resumes the effort to control 
The features of Townshend’s program 
Changes in colonial theory 
Enforcement and resistance 
The effect of the colonial boycott 


Lord North’s changes in Townshend’s pro¬ 
gram 

Intercolonial organization 

The influence of Samuel Adams 
Committees of correspondence 
The Gaspee affair and its effects 
The tax on tea 

American merchants and political leaders in 
agreement 

Resistance to the tea tax 
England uses force 
The Boston Port Act 
The Quebec Act 
Colonial retaliation 

Effect of Boston Port Act on other colonies 
Continental Congress called by Massa¬ 
chusetts 


Required Assignments 

I. The Struggle for a Continent (Hamm, Bourne, and Benton: 54-64) 

1. (a) Explain the relation between the colonial rivalry of the European powers and the eight¬ 
eenth-century theory of mercantilism. (b) Which two powers were the foremost rivals? (c) Why 
were they said to be involved in a “struggle for a continent”? 


2. (a) Contrast life in New France with that in the English colonies as to the location and 
nature of their settlements, their economic pursuits, their social accomplishments, and their 
political developments, (b) What bearing had these respective characteristics upon the struggle 
between the two? 


3. (a) Show that the French and Indian War contest for the Ohio valley was the fourth of a 
series of wars involving European as well as Asiatic and American colonial issues, (b) Summa¬ 
rize the direct results of the half century of conflict as shown by the terms of the Treaty of Paris, 


1763. 


4. The indirect results of a war may be of as great consequence as the immediate results. 
Wherein was that especially true of the Anglo-French colonial wars? 


FAILURE OF IMPERIAL CONTROL 


13 


5. What support is there for the statement that it was neither England nor the English colonies, 
but William Pitt, who wrested from France her empire in the new world? 


II. The Attempt to Control the Colonies (Hamm, Bourne, and Benton: 65-79) 

1. (a) List the problems of empire organization faced by Great Britain after 1763. (b) Did 

they justify a new administrative policy? (c) Why was the period particularly unfavorable 
to new plans? 


2. (a) What individual or group interests were threatened by the proposed reorganization? 
(b) Should consideration of such interests have determined the government’s policy? 


3. (a) Name the four principal measures through which Lord Grenville sought to carry out 
his ideas of colonial administration, explaining the purpose of each, (b) What was the colonial 
response? (c) What bearing had that upon the success of the undertaking? 


4. Patrick Henry, a member of the Virginia House of Burgesses, is said to have given the dis¬ 
satisfied groups of Americans a “platform of principles.” What theories did he advance as to 
colonial rights and obligations, particularly in the matter of taxation? 


5. (a) Show the extent to which the Stamp Act encountered resistance in both America and 
England, (b) What circumstances brought about the repeal of the act? (c) How did the Parlia¬ 
ment emphasize the fact that its repeal was, in no sense, a renunciation of its power to tax? 


14 


AMERICAN HISTORY 


III. The Attempt to Coerce the Colonies (Hamm, Bourne, and Benton: 80-94) 

1. (a) Show that there were individuals, groups, even whole towns, in England who sympa¬ 
thized with the Americans in their opposition to the government’s policies, (b) Explain, in 
each case, why it was so. 


2. (a) Contrast the British and the colonial views on representation, (b) Of what significance 
is the fact that there was a difference of opinion in the matter? (c) Does the existence of a 
marked difference of opinion between a colonial possession and the mother country warrant 
separation, even at the cost of war? 


3. (a) Compare Lord Townshend’s policy with that of Grenville, (b) Wherein did it seriously 
threaten colonial freedom? (c) Compare the colonial reaction to that accorded the earlier 
measures. 


4. (a) State the concessions made in accord with Lord North’s proposals, (b) What events 
reawakened the colonial resistance which had weakened following Lord North’s concessions? 
(c) How did Samuel Adams promote and unify that resistance? 


















■ 


f - 























































































FAILURE OF IMPERIAL CONTROL 


15 


5. Continued colonial resistance brought forth coercive measures which led, ultimately, to war. 
Explain some of the various forms of resistance and define the “intolerable” British coercive 
acts which followed. 


Map Assignment 3. The French and Indian Wars 



On Map 3, or on a tracing (according to teacher’s directions), do the following: 

A. 

Locate, by name, the rivers: 




1. St. John 

5. Hudson 

8. 

Delaware 


2. St. Lawrence 

6. Mohawk 

9. 

Susquehanna 


3. Ottawa 

4. Connecticut 

7. Ohio 

10. 

Potomac 

B. 

Locate on the map, by 

name, the following settlements: 



1. Cape Breton Island 

5. Rhode Island 

9. 

New Jersey 


2. Acadia 

6. Connecticut 

10. 

Delaware 


3. Massachusetts 

7. New York 

11. 

Maryland 


4. New Hampshire 

8. Pennsylvania 

12. 

Virginia 

C. 

Locate on the map, by 

name, the following forts: 




1. Louisburg 

7. Niagara 

13. 

Vincennes 


2. Frontenac 

8. Le Bceuf 

14. 

Kaskaskia 


3. Crown Point 

9. Venango 

15. 

Cahokia 


4. Ticonderoga 

10. Duquesne 

16. 

Crevecoeur 


5. William Henry 

11. Great Meadows 

17. 

Prudhomme 


6. Ontario 

12. Cumberland 



D. 

Locate on the map, by 

name: 




1. Schenectady 

3. Haverhill 5. 

Portland 

7. 


2. Deerfield 

4. Dover 6. 

Montreal 

8. 


Quebec 


E. Draw lines, varied in color or design, to indicate: 

1. The frontier line of English settlement 

2. Braddock’s march to Fort Duquesne 

3. Washington’s march to Fort Le Boeuf 


Additional Problems 

1. Explain the four-fold campaign whereby the English acquired victory over the French. 
Note, particularly, the significance of the geographic and physical features of the country in 
determining the campaign. 

2. Indicate through the territorial exchanges affecting Louisiana and Florida the significance 
of Spain in the intercolonial wars. 

3. Show the extent to which unity had been developed within the English colonies previous to 
1763 by defining that which existed within the New England Confederation and the Dominion 
of New England. How did the two differ as to areas involved, origin, and accomplishments? 
Explain the origin and purpose of the Albany Congress. Can that be said to have accomplished 
any real unity? 

4. In 1751 Parliament forbade the issue of paper money in the New England colonies and, in 


16 


AMERICAN HISTORY 


1764, in all the colonies. Why did the colonies issue paper money and why did England object 
to the practice? 

5. Explain the distinction made between external and internal taxes and between colonial 
obligation to the Crown and to Parliament. Was either question a truly vital one? 

6. (a) What were the reasons for the Proclamation of 1763? (b) Why were the colonists so 

greatly angered by it? (c) Was there any justification of the British policy? 

7. (a) Explain the situation in England, particularly in regard to such towns as Manchester 
and Birmingham, after the Industrial Revolution and before the Parliamentary Reform Act 
of 1832, which made it possible for Parliament to compare their case with that of the colonies, 
(b) How did the British theory of representation differ from that of the colonies? 

8. (a) Explain the English system of trade “monopolies.” (b) What bearing had it upon rela¬ 
tions between the Crown and the colonies? 

9. (a) In your opinion, was the separation of the thirteen colonies from British rule inevitable? 
(b) If so, could it have been accomplished without war? 

(See also Hamm, Bourne, and Benton: 64, 79, 94.) 

Items of Interest 

Comment briefly upon each of the following: 

1. The fur trade as a social detriment as well as an economic gain to New France. 

2. The preservation of fishing rights in the treaty settlements. 

3. The effects upon New France of the English victory. 

4. Maine, New Hampshire, and Rhode Island were not members of the New England Con¬ 

federation. 

5. The relation of Braddock’s defeat to colonial ideas of independence. 

6. Patrick Henry as an exponent of frontier influence in the development of independence of 

thought and action. 

7. The influence of the East India Company upon Parliament’s colonial legislation. 

8. The use of writs of assistance. 

9. The colonial treatment of the loyalists. 

10. The inconsistency of present-day attitudes of acceptance of the righteousness of revolution 

which is past, and the rejection of revolution as a present or future method of securing 
improved conditions. 

Cooperative Assignments (See Hamm, Bourne, and Benton: 94.) 

1. Start a “Patriots’ Gallery,” bringing together a group of pictures, which may be added to 
from time to time throughout the year, representative of those men and women who have yielded 
such service to the country as to warrant admission to the “gallery.” Any student may bring in a 
picture, but should be made to justify before the class as a whole or a “committee of admissions” 
the inclusion of his proposed candidate. The class should look ahead to the end of the year, when it 
may select from the entire collection the ten greatest patriots. It is interesting then to note whose 
candidates become the “immortals,” whether those chosen are overwhelmingly of one period, 
whether there is a fair distribution among types of service, and numerous other interesting features. 

2. Investigate and prepare reports on the following: (a) the beginning of the formation of a 
definite policy toward the colonies; (b) the changes in colonial attitude toward the colonies; (c) con¬ 
temporary opinion in England toward the colonies; (d) the statement of the causes of colonial 
resistance as found in the writings of English and American historians. 

Suggestions for Collateral Readings 

New France and the Anglo-French Wars: the “Coureurs de Bois”; Jesuit services to New France; the pater¬ 
nalism of New France; the effects of the exclusion of the Huguenots from New France; George Washington’s 
services in the French and Indian War; the capture and return of Louisburg; the fall of Quebec; the re¬ 
moval of the Acadians; the use of Indians in the intercolonial wars; the Anglo-French conflict in India. 
Relations between the Colonies and England: English party politics in the reign of George III; economic de¬ 
velopment in the colonies by 1750; Edmund Burke’s plea for conciliation; the Stamp Act Congress; the 
Boston Tea Party; the Boston “Massacre”; the Gaspee affair; the use of writs of assistance; colonial 
aid to Massachusetts following the closing of the port of Boston; colonial use of paper money; the influence 
of the East India Company; English parliamentary representation, 1750-1832. 

Biographies: William Pitt, Marquis de Montcalm, James Wolfe, George HI, Samuel Adams, James Otis, 
Patrick Henry, John Adams, Benjamin Franklin. 


17 


FAILURE OF IMPERIAL CONTROL 


Bibliography (See Hamm, Bourne, and Benton: 64, 79, 
General Histories 

Cambridge Modern History, VII, “The United States” 

Channing, E.: History of the United States 

Hart, A. B.: Formation of the Union 

Thwaites, R. G.: The Colonies 

Wilson, W.: History of the American People 

Winsor, J.: Narrative and Critical History of America 

Special 

From the American Nation Series 

Howard, G. E.: Preliminaries of the American Revolution 
Thwaites, R. G.: France in America 
Tyler, L. G.: England in America 
Van Tyne, C. H.: The American Revolution 
From the Chronicles of America Series 
Becker, C.: The Eve of the Revolution 
Munro, W. B.: Crusaders of New France 
Wrong, G. M.: The Conquest of New France 

Economic and Social 

Adams, J. T.: Provincial Society 

Bogart, E. L.: Economic History of the United States 

Coman, K.: Industrial History of the United States 

Dewey, D. R.: Financial History of the United States 

Faulkner, H. U.: American Economic History 

Schmoller, G.: The Mercantile System 

Turner, F. J.: Frontier in American History 

Weeden, W. B.: Economic and Social History of New England 

Anglo-French Relations 

Fiske, J.: New France and New England 
Parkman, F.: Frontenac and New France 

-: Montcalm and Wolfe 

-: Pioneers of France in the New World 

Imperial Control 

Adams, J. T.: Revolutionary New England, 1691-1776 
Beer, G. L.: British Colonial Policy, 1751^-1765 

Specific References (See Hamm, Bourne, and Benton: 64, 
Life in New France: 

Channing: United States, I, 100-110 
Hart: Contemporaries, II, 324-326, 352-353 
Munro: Crusaders of New France, 60-78, 113-132, 133-154, 
155-179, 180-202, 203-227 
Parkman: Pioneers of France, 169-233, 296-324 
Thwaites: France in America, 124-142 

Ohio and Mississippi Valleys: 

Fiske: New France and New England, 234-265 
Thwaites: France in America, 49-88, 143-156 
Turner: Frontier in American History, 157-176, 177-204 
Wrong: Conquest of New France, 97-107, 145-163 

Conquest of Canada: 

Channing: United States, II, 563—599 
Hart: Contemporaries, II, 346-349, 360-365, 369-372 
MacDonald: Documentary Source Book, 93-95, 109-112 
Sloane: French War and Revolution, 89-115 
Thwaites: France in America, 239-254, 266-280 
Wilson: American People, I, 1-97 

Administrative Measures'. 

Beer: British Colonial Policy, 193-251, 274-286 
Channing: United States, III, 29-53, 118-154 
Egerton: American Revolution, 23-68 
Faulkner: Economic History, 140-159 

Howard: Preliminaries of American Revolution, 47-67, 102- 
139, 174-192, 222-241 

MacDonald: Documentary Source Book, 103-109, 113-136, 
143-146 

Van Tyne: American Revolution, 3-24 


k) 

Beer, G. L.: The Old Colonial System 
Egerton, H. E.: Causes and Character of the American 
Revolution 

Fisher, S. G.: Struggle for American Independence 
Fiske, J.: American Revolution 
Frothingham, R.: Rise of the Republic 
Lecky, W. E. H.: American Revolution 
Schlesinger, A. M.: The Colonial Merchants and the American 
Revolution (LXXVIII in the Columbia University Studies) 

-: New Viewpoints in American History 

Sloane, W. M.: The French War and the Revolution 

Biography 

Bowen, F.: Life of James Otis 

Hosmer, J. K.: Samuel Adams 

Lodge, H. C.: George Washington 

Morse, J. T., Jr.: Benjamin Franklin 

Tyler, M. C.: Patrick Henry 

Williams, B.: Life of William Pitt, Earl of Chatham 

Source Material 

Hart, A. B.: American History Told by Contemporaries 
Jameson, J. L.: Original Narratives of Early American 
History 

MacDonald, W.: Documentary Source Book 
Muzzey, D. S.: Readings in American History 
Old South Leaflets 

West, W. M.: Source Book in American History 
Fiction 

Churchill, W.: Richard Carvel 

Cooper, J. F.: The Last of the Mohicans 

Haworth, P. L.: The Path of Glory 

Johnston, M.: The Great Valley 

Mitchell, S. W.: Hugh Wynne, Free Quaker 

Parker, G.: Seats of the Mighty; The Power and the Glory 

Pendexter, H.: The Red Road 

Thompson, M.: Alice of Old Vincennes 

79, 94.) 

Colonial Resistance: 

Bogart: Economic History, 105-119 
Coman: Industrial History, 89-106 
Egerton: American Revolution, 68-88 
Fiske: American Revolution, I, 44-98, 99-154 
Hart: Contemporaries, II, 401-402, 429-442 
Howard: Preliminaries of American Revolution, 140-173, 
242-258, 280-295 

MacDonald: Documentary Source Book, 146-150, 162-171 
Schlesinger: Colonial Merchants, 279-304, 392-472 

Coercion: 

Channing: United States, III, 118-154 
Hart: Contemporaries, II, 373-378 
Lecky: England, 1-22 

MacDonald: Documentary Source Book, 105-109, 150-162, 
188-190 

Independence: 

Channing: United States, 182-209 

Fiske: American Revolution, I, 155-207 

Hart: Contemporaries, II, 442-445 

Howard: Preliminaries of American Revolution, 296-312 

Benjamin Franklin in England: 

Hart: Contemporaries, II, 407-411 
Morse: Benjamin Franklin, 99-201 





18 


AMERICAN HISTORY 


Review 

A 

Define briefly each of the following words, particularly in relation to the periods of the French 
and English colonial wars and the growing colonial discontent with British rule: 

1. mercantilism, 2. paternalism, 3. internal and external taxation, 4. Duquesne, 5. Quartering 
Act, 6. representation, 7. New England Confederation, 8. coercion, 9. non-importation agree¬ 
ment, 10. Tories, 11. Acadians, 12. East India Company, 13. writs of assistance, 14. Plains of 
Abraham, 15. Board of Trade, 16. monopolies, 17. Albany Congress, 18. imperial policy, 19. con¬ 
ciliation, 20. Committees of Correspondence, 21. Sugar Act, 22. paper money, 23. “struggle for a 
continent,” 24. Gaspee affair, 25. Dominion of New England, 26. Proclamation of 1763, 27. Whigs, 
28. “virtual representation,” 29. Stamp Tax; retaliation, 30. Six Nations, 31. Boston Port Act, 
32. “chain of forts,” 33. Louisburg, 34. Manchester and Birmingham, 35. “Coureurs de Bois,” 
36. revolution, 37. Declaratory Act, 38. Boston Massacre, 39. Seven Years’ War, 40. Quebec Act. 

B 

State, in one sentence each, a contribution of each of the following men to the events of the period: 


1 . 

Samuel Adams 

6. 

Frederick North 

2. 

Edward Braddock 

7. 

James Otis 

3. 

William Clive 

8. 

William Pitt 

4. 

George Grenville 

9. 

Charles Townshend 

5. 

Patrick Henry 

10. 

James Wolfe 


C 

Develop in full one or more of the following: 

1. The French and Indian Wars were a vital part of a world-wide struggle for colonial and com¬ 

mercial supremacy. 

2. The success of the English colonies in the intercolonial wars made both possible and probable 

the American Revolution. 

3. The American Revolution was a natural consequence of the eighteenth-century theory of mer¬ 

cantilism. 

4. The British colonial policy was lacking in wisdom rather than deliberately vicious. 


UNIT III —THE WAR OF INDEPENDENCE 


An Introduction 

The American Declaration of Independence gave definite expression to growing political belief 
that governments derive their just powers from the governed. The crisis brought forth the able 
leadership of the exponents of that belief, not only in the new world, but in the old world as well. 
Public opinion, however, was by no means united either in America or in England. 

Hampered by lack of troops, money, and supplies, the Second Continental Congress carried on 
in face of tremendous odds until the failure of Lord St. Germaine’s 1777 campaign brought the open 
allegiance of France. Lord North’s 1778 proposals of conciliation, offering the Americans all they 
had asked in 1775, arrived a little too late. After the French alliance, the struggle was no longer one 
for American liberties alone, but for world trade and empire. 

While the American and French forces were achieving their military goals, a new national 
government, the Articles of Confederation, was submitted to the states. The states, likewise, 
framed new constitutions which were in keeping with the liberal trend, although they were by 
no means wholly democratic. 

The victory which gave independence to the states, from the Great Lakes to Florida and from 
the Atlantic to the Mississippi, was destined to influence not only the history of America, but of 
the whole world. 


Textbook References 

Hamm, Bourne, and Benton: 95-139 

Bassett: 186-221; Beard and Beard: 134-168; Elson: 170; Latane: 160-214; Muzzey: 128-150; Wertenbaker 
227-292; Fish: 131-165; Fite: 136-161; Forman: 136- and Smith: 122-154; West: 146-180. 

151; Guitteau: 127-161; Hart: 136-167; Hulbert: 121- 


An Outline of the More Important Developments 

I. The appeal to arms 

The First Continental Congress 
Purpose of the Congress 
Galloway’s proposal for union with England 
Declaration of Rights and Grievances 
The “Association” 

England’s attitude toward colonial resistance 
Lexington and Concord, April 19, 1775 
Colonial committees in power 
The Minutemen 

Gage’s attempt to seize colonial supplies 
Political factions 

Opposition in Parliament to George Ill’s 
policies 

Colonial Patriots and Loyalists 
The westward movement 

Interest of land speculators in the West 
Frontiersmen in the Watauga Valley 
Interference with westward migration 
Political separation 

Colonial committees in preparation for war 
Independent Act of the Provincial Con¬ 
gresses 

II. The great decision 

The Second Continental Congress 
Patriots in control 
The “Olive Branch” petition 


The Second Continental Congress as a 
national government 
Organizing a continental army 
Progress of the war, 1775-1776 
Drifting toward independence 

Reasons behind the growing demand for 
independence 

Influence of Thomas Paine’s Common Sense 
Continental Congress as a sovereign power 
The Declaration of Independence 

III. The progress of the war, 1776-1778 
Military events, 1776-1778 

Geographic factors in the Revolutionary 
War 

American and English armies 
The campaign for New York 
Trenton and Morristown 
Foreign aid 

Difficulties in raising an army 
The Saratoga campaign 
Valley Forge, 1777-1778 
Lord North’s proposals of conciliation, 1778 
Political and social changes 

Drafting the Articles of Confederation 
Framing of new state constitutions 
Changing living conditions and work 
Lack of means of transportation 


19 


20 


AMERICAN HISTORY 


IV. Revolution becomes part of a world war 
The French alliance 
French aid to America before 1778 
Spain’s participation 
First fruits of the French alliance ‘ 

Paper money and soaring prices 
War on the American frontier 
Yorktown, 1781 

Desperate plight of the American cause, 
1780 


Lafayette’s appeal for more help 
French plans for a naval offensive 
British campaign in the South, 1780-1781 
Decisive cooperation at Yorktown 
Peace 

Readiness of the English to negotiate peace 
The Treaty of Alliance and the making of 
peace 

American demands 

The terms of the Treaty of Paris, 1783 


Required Assignments 

I. The Appeal to Arms (Hamm, Bourne, and Benton: 95-105) 

1. The First Continental Congress considered the Galloway plan but adopted the Declaration 
of Rights and Grievances and the “Association.” What significant difference was there? What 
did the choice indicate as to the colonial attitude? 


2. (a) What policies were to be pursued by the members of the “Association”? What means 
were employed to see that members were faithful to their agreements? (b) Show the effect of 
the “Association’s” activities upon trade with England, (c) Why was it necessary to resort to 
arms rather than conciliation of differences? 


3. What factors determined the groups in America which continued to support the Crown and 
the groups in England which denounced the activities of the government and sought to aid the 
colonists? 


4. The significance of westward migration as a factor in the Revolution is said to have been 
neglected in favor of the arguments regarding taxation and coercion. How was westward migra¬ 
tion an important factor in the conflict? 


5. Define “provincial congresses.” What purpose did they serve? 


THE WAR OF INDEPENDENCE 


21 


II. The Great Decision (Hamm, Bourne, and Benton: 106-115) 

1. (a) In what respects did the Second Continental Congress become a national government? 
(b) Show that its military accomplishments were supplemented by a considerable number of 
civil activities, (c) Wherein was it greatly hampered? 


2. Trace the steps by which the Patriots, who at first sought only their rights as Englishmen, 
were finally converted to the idea of independence. 


3. Indicate the extent to which the greatness of the Declaration of Independence may be 
credited to its authorship, content, and its significance. 


4. (a) Is the Declaration of Independence a fair statement of the causes of the Revolutionary 
War? (b) Has the similarity of the first ten amendments of the Constitution, which were de¬ 
manded by many of the states before they would ratify, to the charges made in the Declaration 
any bearing on the question? (c) Wherein was the problem of English colonial administration 
one of wisdom rather than of right? (d) Did England’s activities indicate a failure to appreciate 
that fact? 


III. The Progress of the War, 1776-1778 (Hamm, Bourne, and Benton: 116-126) 
1. How did geographic factors help to determine the outcome of the war? 


22 


AMERICAN HISTORY 


2. Prepare a list of foreigners who rendered exceptional individual service to the Revolutionary 
cause. Indicate the special services of each. 


3. Burgoyne’s surrender at Saratoga has been termed the turning point in the war. (a) Explain 
in detail Lord St. Germaine’s plan for the 1777 campaign, (b) Why did it fail and why did the 
colonial victory have a significance beyond that of its military importance? 


4. (a) How far was Great Britain willing to go in her 1778 attempt at conciliation? (b) Why 
did the attempt fail? 


5. What political and social changes gave evidence of the “leveling” influence of the war? 


6. (a) Enumerate the economic difficulties which beset the people and the government, 
(b) Were those days, in any sense, profitable? 


IY. Revolution Becomes Part of a World War (Hamm, Bourne, and Benton: 127-139) 

1. (a) What interests lay behind the French and Spanish aid to the American cause? (b) De¬ 
fine the nature of the formal agreements between the three nations, if any. (c) What was the 
great strategic effect of the alliance? 






































































THE WAR OF INDEPENDENCE 


23 


2. (a) Explain the term “inflation of currency” and show its effect upon the economic life 
of the Revolutionary period, (b) Recently the administration was empowered by Congress to 
permit deliberately an inflation of the currency. Can one judge of the wisdom of this procedure 
by what happened during the Revolution? Why, or why not? 


3. (a) How did George Rogers Clark render valuable service to the frontiersmen during the 
war? (b) Why was his work of value to the nation as a whole when it came time to frame the 
provisions of the peace treaty? 


4. Show how much depended upon the cooperation of the French and American naval and 
military forces at Yorktown. 


5. (a) List the important provisions of the Peace Treaty and explain the influence upon it of 
French and Spanish ambitions, (b) What bearing upon the making of the peace had the Treaty 
of Alliance with France in 1778? 


Map Assignment 4. The Revolutionary War 

On Map 4, or on a tracing (according to teacher’s direction), do the following: 


A. Locate, by name, the 13 revolting English 
colonies: (1) Massachusetts, (2) New Hamp¬ 
shire, (3) Connecticut, (4) Rhode Island, 
(5) New York, (6) New Jersey, (7) Penn¬ 
sylvania, (8) Delaware, (9) Maryland, 
(10) Virginia, (11) North Carolina, 
(12) South Carolina, (13) Georgia. Distin¬ 
guish by color which were (1) royal, (2) pro¬ 
prietary, (3) self-governing.- 

B. Locate, by name, the following bodies of 
water: (1) St. Lawrence, (2) Champlain, 
(3) George, (4) Ontario, (5) Hudson, (6) Mo¬ 
hawk, (7) Delaware, (8) Susquehanna, 


(9) Potomac, (10) James, (11) Roanoke, 
(12) Santee, (13) Brandywine, (14) Ohio. 

C. Locate, by name, the following points of 
action: (1) Quebec, (2) Montreal, (3) Al¬ 
bany, (4) Saratoga, (5) Bennington, (6) Bos¬ 
ton, (7) Crown Point, (8) Ticonderoga, 
(9) Trenton, (10) Princeton, (11) Camden, 
(12) Guilford Court House, (13) Charleston, 
(14) Cowpens, (15) Germantown, (16) Mon¬ 
mouth, (17) Morristown, (18) Oriskany, 
(19) Philadelphia, (20) Valley Forge, 
(21) Yorktown, (22) King’s Mountain, 
(23) West Point, (24) White Plains, 


24 AMERICAN 

(25) Brooklyn, (26) Savannah, (27) Wil¬ 
mington, (28) New Brunswick, (29) New 
York City. On insert Map A: (1) Breed’s 
Hill, (2) Dorchester Heights, (3) Charles¬ 
town, (4) Cambridge, (5) Lexington, 

(6) Concord. 

D. Distinguish by varied design or color the 
routes of: 

(1) Arnold from Massachusetts to Quebec, 
1775 

(2) Washington from Brooklyn to Valley 
Forge, 1776-1777 

(3) Burgoyne from Montreal to Saratoga, 
1777 


HISTORY 

(4) St. Leger from Montreal to Oriskany, 
1777 

(5) Howe from New York to Philadelphia, 
1777 

(6) Cornwallis to Yorktown, 1778-1781 

(7) Washington from New York to York¬ 
town, 1781 

(8) Greene from King’s Mountain to Charles¬ 
ton, 1780-1781 

On insert Map A, British from Boston to 
Concord, 1775 

On insert Map B, Clark from Pittsburgh 
to Cahokia and Vincennes 


Additional Problems 

1. The nations of the world recently protested against Japan’s attack upon Shanghai because 
the Chinese boycotted Japanese goods. Are the cases of Japan’s coercion of China and of Eng¬ 
land’s coercion of America in the matter of trade relations at all similar? 

2. State the varied attitudes toward independence of New England, the Middle colonies, the 
South, and the West, and account for the differences which existed. 

3. Considering the French contributions of men, money, and ships and the limitations of the 
American forces in all three, why is George Washington ranked so high as a general? 

4. Did the United States break faith with France in making a separate peace with England? 
If so, can there be any justification of such an action? 

5. Explain definitely how the outcome of the American Revolution affected conditions in the 
old world, particularly in England, Ireland, and France. Were any other countries, either in 
the old world or the new, affected in any way? 

(See also Hamm, Bourne, and Benton: 104-105, 113-115, 126, 138.) 


Items of Interest 

Comment briefly upon each of the following: 

1. The influence of John Locke and the 18th-century French philosophers upon the American 

Declaration of Independence. 

2. The significance of the number of merchants and lawyers in the Continental Congress. 

3. The choice of Washington, a Virginian, as commander-in-chief. 

4. The use of continental troops by England. 

5. American treatment of the Loyalists. 

6. Arnold’s treason. 

7. The activities of women during the Revolution. 

8. Franklin’s activities in France. 

9. Contemporary English and French opinion of the Revolution. 


Cooperative Assignments (See Hamm, Bourne, and Benton: 139.) 

1. Prepare a chart which clearly reveals the evolution of colonial opinion toward independence. 

2. Prepare a graph which illustrates the ebb and flow of colonial success from 1775 to 1783. 
Attach to the graph a brief explanation of why you regard certain events as promoting or retarding 
the cause of the colonies. 

3. Make a comparison of the government of one of the thirteen colonies on the eve of the Revo¬ 
lution with the government established during the Revolution. Compare also with its government 
today. Indicate especially in what respects there are fundamental similarities and differences. 

4. Prepare a dramatic sketch of the activities of Franklin in France; of the making of the 
Peace; of the cooperation of the French and Americans at Yorktown. 

5. Outline with some fullness the authenticity of the historic references in some novel dealing 
with the Revolution. 


THE WAR OF INDEPENDENCE 


25 


Suggestions for Collateral Readings 

The appeal to arms: the First Continental Congress; the Declaration of Rights and Grievances; the attitude 
of colonial merchants and manufacturers; the Minutemen; the opposition in England to the policies of 
George III; the Watauga valley; the “olive-branch petition.” 

The great decision: the difficulties in organizing an army; the finances of the war; the influence of Thomas 
Paine; privateering; steps toward the Declaration of Independence; the authorship of the “Declaration”; 
Silas Deane’s mission to France; Franklin in France; foreign officers in the continental army; Lord North’s 
efforts toward conciliation; new state governments; the work of women during the Revolution; the stimula¬ 
tion of industry; social changes. 

The War: Lexington and Concord; the campaign for New York; Saratoga; Valley Forge; Benedict Arnold; 
John Paul Jones; war on the frontier; war in the South; the cooperation at Yorktown; the services of 
De Grasse and Rochambeau; paper money difficulties; the problem of supplies; Spain and Holland in the 
War; the use of Hessians; Vergennes; Spain in the making of the Peace; political conditions in England, 
1781-1783; the treatment of Loyalists during and after the War; the terms of the treaty of peace; French 
attitude toward the new nation. 


Bibliography (See Hamm, Bourne, and Benton: 105, 115, 
General Histories 

Channing, E.: History of the United States 
Hart, A. B.: Formation of the Union 
Wilson, W.: History of the American People 
Winsor, J.: Narrative and Critical History of America 

Special 

From the American Nation Series 

Howard, G. E.: Preliminaries of the Revolution 
McLaughlin, A. C.: Confederation and Constitution 
Van Tyne, C. H.: The American Revolution 
From the Chronicles of America Series 

Becker, C.: The Eve of the American Revolution 
Wrong, G. M.: Washington and His Comrades in Arms 

Economic and Social 

Adams, J. T.: New England in the Republic, 1776-1850 
Bogart, E. L.: Economic History of the United States 
Bullock, C. J.: Finances of the United States from 1775 to 
1789 

Clark, V. S.: History of Manufactures in the United States, 
1607-1860 

Coman, K.: Industrial History of the United States 
Faulkner, H. U.: American Economic History 

Independence 

Adams, R. G.: Political Ideas of the American Revolution 
Egerton, H. E.: The American Revolution 
Fisher, S. G.: Struggle for American Independence 
Fiske, J. : The American Revolution 
Greene, G. W.: The American Revolution 
Jameson, J. F.: The American Revolution Considered as a 
Social Movement 

Lecky, W. E. H.: American Revolution 
Namier, L. B. : England in the Age of the American Revolution 
Nevins, A.: The American States during and after the 
Revolution 

Penman, J. S. : The Irresistible Movement of Democracy 

Specific References 

Lexington and Concord: 

Channing: United States, III, 155-181 
Fiske: American Revolution, I, 117-146 

Campaign for New York, 1776: 

Fiske: American Revolution, I, 198-227 
Greene: American Revolution , 28-60 
Sloane: French War and Revolution, 238—250 
Van Tyne: American Revolution, 102-115 


126, 139.) 

Sumner, W. G.: The Financier and the Finances of the Amer¬ 
ican Revolution 

Trevelyan, G. O. : American Revolution 
Miscellaneous 

Fish, C. R. : American Diplomacy 

Foster, J. W. : Century of American Diplomacy, 1776-1876 
Latane, J. H. : History of American Foreign Policy 
Perkins, J. B.: France in the American Revolution 
Roosevelt, T.: Winning of the West 
Sclilesinger, A. M. : New Viewpoints in American History 
Sloane, W. M.: The French War and the Revolution 
Van Tyne, C. H. : Loyalists in the American Revolution 

Biography 

Fay, B.: George Washington 
Hosmer, J. K. : Samuel Adams 

Hughes, R. : George Washington, the Savior of the States, 1777- 
1781 

Lodge, H. C.: George Washington 
Morse, J. T.: Benjamin Franklin 

Source Material 

Hart, A. B.: American History Told by Contemporaries 
MacDonald, W.: Documentary Source Book in American 
History 

Muzzey, D. S. : Readings in American History 
Old South Leaflets 

West, W. M.: Source Book in American History 
Fiction 

Atherton, G.: The Conqueror 
Bacheller, I. : In the Days of Poor Richard 
Boyd, J. : Drums 
Churchill, W.: Richard Carvel 
Cooper, J. F.: The Spy; The Pilot 
Ford, P. L.: Janice Meredith 
Henderson, D.: Boone of the Wilderness 
Mitchell, S. W.: Hugh Wynne, Free Quaker 


Trenton and Princeton: 

Fiske: American Revolution, I, 228-238 
Greene: American Revolution, 62-68 
Sloane: French War and Revolution, 251-261 
Van Tyne: American Revolution , 116-135 

Campaign of 1777 (Burgoyne’s) : 

Channing: United States, III, 241-278 
Fiske: American Revolution, I, 269-351 


26 


AMERICAN HISTORY 


Greene: American Revolution, 109-131 
Van Tyne: American Revolution, 157-174 

War in the South: 

Channing: United States, III, 315-345 
Fiske: American Revolution, I, 164-185, 256-268 

Yorktown: 

Greene: American Revolution, 259-281 
Sloane: French War and Revolution, 337-347 

George Rogers Clark in the West: 

Fiske: American Revolution, II, 103-109 
Roosevelt: Winning of the West, II, 1-90 

Canadian Failure: 

Channing: United States, III, 241-245 
Fiske: American Revolution, I, 173-179 

Franklin in France: 

Morse: Benjamin Franklin, 217-299 
Van Tyne: American Revolution, 217-222 

Foreign Aid: 

Channing: United States, III, 282-302, 399-401 
Fiske: American Revolution, II, 121-167 
Foster: Century of Diplomacy, 8-40 


Latane: American Foreign Policy, 1-22 
Sloane: French War and Revolution, 300-311 
Van Tyne: American Revolution, 203-226 

The Use of Hessians: 

Fiske: American Revolution, I, 161-162 
Van Tyne: American Revolution, 97-101 

Peace Treaty: 

Channing: United States, III, 346-387 
Latane: American Foreign Policy, 23-46 
MacDonald: Documentary Source Book, 204-209 
McLaughlin: Confederation and Constitution, 18-34 
Sloane: French War and Revolution, 348-369 
Van Tyne: American Revolution, 309-333 

Interpretations of the Revolution: 

Faulkner: Economic History, 160-175 
Jameson: American Revolution, 73-114 
Schlesinger: New Viewpoints, 160-183 

The Loyalists: 

Egerton: American Revolution, 158-182 
Hart: Contemporaries, II, 404-407 
Howard: Preliminaries of the Revolution, 313-326 
Trevelyan: American Revolution, II, Pt. 2, 226-240 


Review 

A 

Define briefly each of the following in relation to the problem of American Independence: 

1. Continental Congress, 2. “Association,” 3. Minutemen, 4. Loyalists, 5. Watauga, 6. “Olive 
Branch,” 7. Common Sense, 8. Independence, 9. Hessians, 10, Oriskany, 11. Gibraltar, 12. Whigs, 
13. Yorktown, 14. inflation, 15. Bon Homme Richard, 16. Saratoga, 17. conciliation, 18. Articles of 
Confederation, 19. Princeton, 20. Concord, 21. Valley Forge, 22. privateers, 23. primogeniture, 
24. Kosciusko, 25. Canada. 


B 


Place beside each name in the first column the number of the deed, in the second column, which 
correctly identifies the person named. 


1. John Jay 

2. Frederick William Von Steuben 

3. George Washington 

4. Marquis de Lafayette 

5. Thomas Gage 

6. Comte De Grasse 

7. Thomas Paine 

8. Nathanael Greene 

9. Thomas Jefferson 

10. George Rogers Clark 

11. Joseph Galloway 

12. William Howe 

13. George III 

14. Charles Cornwallis 

15. Frederick North 


Arrange in proper chronological sequence 

1. Articles of Confederation 

2. Treaty of Paris 

3. Burgoyne’s surrender 

4. Lexington and Concord 

5. Yorktown 


1. Commanded a French fleet 

2. Wrote the Declaration of Independence 

3. Commanded Americans in the South 

4. Promoted the idea of independence 

5. Negotiated the peace terms 

6. Attempted seizure of colonial supplies 

7. Seized Kaskaskia, Cahokia, and Vincennes 

8. Held chief command of American forces 

9. Drilled American troops 

10. Served with Americans at own expense 

11. Commanded the British naval forces 

12. Proposed conciliation instead of conquest 

13. Surrendered at Yorktown 

14. Presented a colonial plan of union 

15. Insisted upon a policy of coercion 

c 

the following: 

6. Trenton 

7. The “Association” 

8. The French alliance 

9. Declaration of Independence 

10. Valley Forge 


THE WAR OF INDEPENDENCE 


27 


D 

Develop in full one of the following: 

1. Was the separation of the thirteen American colonies from Great Britain due to a conflict 
of economic interests or to more advanced political thought? 

2. To what extent did the ambitions of various European powers promote the cause of the 
American Revolution? 

3. Show that there was divided opinion in regard to the economic and political issues of the day, 
both in England and in the colonies. How did that fact influence the course of the Revolution? 

4. Two of the outstanding developments of the period were the development of the West and 
of new state governments. What bearing had the former upon the latter? 

5. The American Revolution achieves its importance in history not only because it changed 
the course of events in America but because of its influence upon subsequent events throughout 
the rest of the world. What events subsequently gave evidence of that influence? 


UNIT IV —FORMING A MORE PERFECT UNION 


An Introduction 

The period between the end of the War for Independence and the establishment of the con¬ 
stitutional government is known as the “Critical Period” in United States history. During that 
time it was necessary to determine whether the newly created states were to remain thirteen inde¬ 
pendent, sovereign powers or to combine into one nation to carry on the work of the Continental 
Congress. 

The Articles of Confederation, which became operative in the last years of the war, proved 
unable to deal successfully with post-war economic problems, foreign disregard of our national 
dignity, and interstate jealousies and conflicts. At the third of a series of interstate conventions, 
twelve states sent delegates to revise and strengthen the Articles. The Philadelphia Convention, 
driven at times to desperation by conflicting sectional and group interests, eventually produced a 
so-called new government, that established by the Constitution. In reality, it was a most delicate 
division of rights already existing in various state practices between the national and the state 
governments, a division achieved only through numerous compromises. 

Ratification presented a problem second only to that of creation, and is said to have been achieved 
through the adoption of revolutionary means rather than the development of any appreciable 
popular approval. The most difficult question of all, the right of a state to secede when it found 
itself in opposition to the federal will, eventually brought the nation into civil war. 

Regardless of the difficulties accompanying its creation, ratification, and testing through civil 
war, that federal government established by the Constitution has endured to the present day, 
affording untold opportunities to the people of the new world and vistas of greater freedom to those 
of the old. Credit for its success is due, not to its founders’ vision of later problems, but to their 
courage in meeting as best they could the immediate issues and providing, through provision for 
amendment and the instrumentality of the Supreme Court, a means to solve the problems of the 
future. It should be realized that there still are vital problems of government to be solved. 


Textbook References 

Hamm, Bourne, and Benton: 140-177 

Bassett: 222-255; Beard and Beard: 171-192; Elson: 170-189; Latane: 197-228; Muzzey: 151-176; Werten- 

293-320; Fish: 166-183; Fite: 162-178; Forman: 152- baker and Smith: 154-184; West: 181-220. 

185; Guitteau: 162-186; Hart: 168-192; Hulbert: 


An Outline of the More Important Developments 

I. The critical period 

The Articles of Confederation 

The authority of the Continental Congress 
State constitutions 
Power of states under the Articles 
Cause for delay in ratification 
The Northwest Territory 

Achievements of the Congress of the Con¬ 
federation 

Provisions of the Northwest Ordinance, 1787 
Importance of the Northwest Ordinance 
Failure of the Articles of Confederation 
Hard times 

Reasons for congressional helplessness 
Reaction of foreign countries toward the 
new “nation” 

Efforts of the states to remedy the situation 
Conflicting economic interests 


The movement for a stronger government 
Leaders in the demand for a stronger gov¬ 
ernment 

Annapolis Convention, 1786 

II. The establishment of a stronger government 
Compromises in the Constitution 
Problem confronting the delegates 
Opposing groups 

Controversy concerning representation 
Compromise on representation 
Compromise on the power to tax 
Slave-trade clause 
Three-fifths rule 

Problems in the manner of electing the 
President 

Extending the powers of the national gov¬ 
ernment 


FORMING A MORE PERFECT UNION 


29 


Powers denied to the states 
The adoption of the Constitution 
Sources of the Constitution 
“Revolutionary” method of ratification 
Sections opposed to ratification 
Arguments of the opponents of ratification 
The Federalist 

Launching the new government 

Inauguration of Washington, April 30, 1789 

III. The federal government 

The nation and the states 

Nature of a federal government 
Enumerated powers of Congress 
Powers denied to the states 
Powers in common 
“Elastic” or “implied power” clause 
Restrictions on the national government 
“Bill of Rights” restrictions on Congress 
Supreme Court decisions 
The Legislature 


Representation in the Senate and House 
The Judiciary 

Supreme Court and judicial supremacy 
The amending process 
Methods of amendment 
Summary of the amendments 
Separation of powers 

Parliamentary supremacy vs. separation of 
powers 

Executive dependent on the Legislature vs. 

independent executive 
Checks and balances 
Special powers of the Senate and House 
Power of Supreme Court over laws of Con¬ 
gress 

The unwritten Constitution 

Important features of the unwritten Con¬ 
stitution 

“Judicial legislation’’ 

A “living” Constitution 


Required Assignments 

I. The Critical Period (Hamm, Bourne, and Benton: 140-151) 

1. When and why was the government under the Articles of Confederation created? Illustrate 
the new government’s dependence upon the states through an analysis of its legislative, execu¬ 
tive, and judicial powers. 


2. (a) Explain the relation between the western land claims and the delay in the adoption of 
the Articles, (b) What finally brought about their acceptance? 


3. The Ordinance for the Government of the Northwest Territory is considered an outstanding 
achievement of the Articles of Confederation government. List its more important provisions 
and explain why it is particularly significant in the history of world colonization. 


30 


AMERICAN HISTORY 


4. (a) How was the new government hampered by “post-war” conditions? (b) Give specific 

examples of interstate jealousies which threatened such union as did exist, (c) Define and account 
for the attitude of foreign powers. 


5. (a) List the various proposals for improving the existing conditions. What interests even¬ 
tually forced definite action? (b) State definitely the means by which they intended to bring 
about a more effective central government. 


II. The Establishment of a Stronger Government (Hamm, Bourne, and Benton: 152-162) 

1. (a) What was the primary question before the delegates at the Philadelphia Convention? 
(b) Distinguish between the proposed New Jersey and Virginia plans, explaining which interests 
or groups supported each, (c) What was the only possible way to accomplish anything con¬ 
structive in a body representative of such conflicting points of view? 


2. The Constitution is said to have been achieved through a series of compromises. Illustrate 
the extent to which that was so by explaining the action taken by the Philadelphia Convention 
in regard to representation (states vs. population); control of commerce (import and export 
duties, slave trade); the power to tax (direct, indirect, proportion); the counting of slaves (rep¬ 
resentation and taxation); the executive (method of election and powers granted); and the 
relative powers of the federal government and the states (powers expressly granted or denied 
to either). 


FORMING A MORE PERFECT UNION 


31 


3. (a) Wherein was the proposed method of ratification “revolutionary”? (b) Which groups 
supported and which opposed the acceptance of the new government? (c) Account for the 
attitude of the respective groups. 


4. (a) Compare the arguments of the opponents and of the supporters of ratification, (b) What 
group of men did more than any one else to carry it through? (c) How did they accomplish it? 


5. (a) Account for the choice of Washington as the first President and Adams as Vice President, 
(b) Why is it said to have been fortunate that the control of the new government was in the hands 
of its friends? 


III. The Federal Government (Hamm, Bourne, and Benton: 163-177) 

1. (a) Distinguish between a “federal” and a “confederate” government, (b) Why was the 
former substituted for the latter in 1787? (c) Was there any guarantee within the form of 

government itself that the new government would be more successful? 


2. (a) Analyze the division of powers between the federal government and the state govern¬ 
ments by listing the powers delegated and denied to Congress and those reserved and denied to 
the states, (b) Explain the purpose behind such division of power. 


32 


AMERICAN HISTORY 


3. (a) Distinguish between “delegated,” “concurrent,” and “implied” powers of the federal 
government, (b) How was the doctrine of “implied” powers partly responsible for the develop¬ 
ment of political parties? 


4. (a) Why may the first ten amendments be considered a part of the original Constitution? 
(b) Wherein do they constitute a “Bill of Rights”? (c) Do they still function as such? 


5. (a) How may the Constitution be amended? (b) What bearing has the fact upon the success 
of its government as compared with that of the Articles of Confederation? (c) Illustrate by 
specific examples of amendments enacted in response to particular needs, (d) Could such 
amendments have been accomplished under the earlier government? 


6. (a) Contrast the English and American governments as to legislative and executive powers 
and practices, (b) What advantages are peculiar to each? 


7. (a) Define the term “check and balance system.” (b) Give specific examples of it, such 
as a check on the legislative by the executive; on the legislative by the judicial; on the executive 
by the legislative; on the executive by the judicial; on the judicial by the executive; and on 
the judicial by the legislative. 


FORMING A MORE PERFECT UNION 33 

8. Show that, in addition to its written constitution, the United States government has, also, 
what might be termed an “unwritten constitution.” 


Additional Problems 

1. (a) Compare the forces operating to promote and to retard colonial union previous to 1776. 
(b) Show that there were, at critical times, instances of union effectively accomplished, previous 
to the Articles of Confederation government, (c) Can they be said to have had any bearing 
upon the nature of the central government created by the Articles? 

2. (a) Note specific situations, both at home and abroad, after the adoption of the Articles 

of Confederation, which justified using the word “critical” to describe the period from 1781 to 
1789. (b) Does an analysis of such situations indicate that any one class more than another 

found itself hampered by the lack of a strong central government? 

3. Continued emphasis upon the weaknesses of the Articles of Confederation government has 
resulted in a lack of appreciation of its accomplishments. Show that, even though it lacked 
executive force, its achievements were creditable. 

4. (a) In a review of the unsatisfactory conditions prevailing under the Articles of Confedera¬ 
tion government, note the predominance of economic considerations in the desire for a stronger 
government. Are the protection of property and the promotion of commercial relations primary 
purposes of government? (b) Is the present tendency to increase or decrease the government’s 
activities along such lines? 

5. (a) Considering the number of compromises necessary to the creation of the Constitution, 
would you expect it to be an idealistic or a practical document? (b) Does the existence of one 
characteristic make impossible the other? 

6. (a) It is said that the Senate is representative of the states, that the House is representative 
of the people, and that the Supreme Court is more powerful than either of them. In what 
respect is each statement true? (b) Should the Senate and the Supreme Court be changed in 
such a way as to make them more responsive to the public will? 

(See also Hamm, Bourne, and Benton: 149-150, 161-162, 175-177.) 

Items of Interest 

Comment briefly upon each of the following: 

1. More centralized government as a protection of property already acquired and less cen¬ 

tralized government as an incentive to individual acquisition of wealth. 

2. The contributions of individual colonial and state experiences in the framing of the Con¬ 

stitution. 

3. The purpose behind the origin of all tax bills in the House of Representatives. 

4. The assumed powers of the Supreme Court. 

5. The failure of the electoral college system to recognize the vote of large minorities. 

6. The influence in the making of the Constitution of a property-holding minority seeking to 

protect its property rights. 

7. The Constitution, an outgrowth of existing practices rather than theory. 

8. Changing the Constitution without resort to the amending process. 

9. The Annapolis Convention. 

10. Manasseh Cutler and the Ohio Company. 

11. The struggle for ratification in New York, Massachusetts, and Virginia. 

12. Tariff controversies between the states under the Articles of Confederation. 

Cooperative Assignments (See Hamm, Bourne, and Benton: 177.) 

1. Devise an original chart, or graphic presentation, showing clearly the structure of our federal 
government. Construct a copy large enough for display purposes. Emphasize particularly the 
balance of power between the three departments, the organization and activities within each de¬ 
partment, the check of one upon another, the relations between federal and state governments, 


34 


AMERICAN HISTORY 


extra-constitutional powers, the relation of the individual to both state and national governments, 
and any other interesting feature desired. Success in this achievement will be in proportion to 
the extent to which the originality and simplicity of the presentation succeed in conveying to others 
the ideas incorporated. 

2. Permit each member of the class to draw from the Constitution of the United States those 
ten features which he considers the most vital to a political code for the people of the United States. 
When, after a class or committee consultation, agreement has been reached as to the ten most 
representative of the opinion of the class, have the student best fitted for the task design a scroll 
or placard to preserve and display effectively this code. This task affords an opportunity for one 
interested in the history and art of printing, especially the hand-colored printing on parchment of 
medieval days, to create a beautiful piece of work, worthy of a permanent place in the classroom. 

3. It seems to be a habit of man to try to force his views upon others. It was true of the French 
Revolutionists, and we hear constantly of “Red” propaganda from Russia. There are those who 
would deny freedom of speech and press when it is in criticism of the government. Debate the 
following: Resolved, That the Suppression of Freedom of Speech and Press Is More Dangerous 
to Democracy than Any Expressed Propaganda. 

Suggestions for Collateral Readings 

The critical 'period: Articles of Confederation government; new state constitutions; settlement of the West; 
Northwest Ordinance; attitude of foreign powers; Ohio Company; Weeden paper money controversy in 
Rhode Island; Society of Cincinnati; State of Franklin; Shays’s Rebellion; a review of previous unions — 
New England Confederation, Dominion of New England, and Albany Congress. 

The Constitution: Constitutional Convention; compromises; ratification; The Federalist; ideals of democracy; 
nature of representative government; rights of minorities; check and balance system. 


Bibliography (See Hamm, Bourne, and Benton: 151, 162, 177.) 


General Histories 

Channing, E.: History of the United States 
Hart, A. B.: Formation of the Union 
Hildreth, R.: History of the United States 
McMaster, J. B.: History of the People of the United States 
Schouler, J.: History of the United States 
Von Holst, H.: Constitution and Political History of the 
United States 

Special 

From the American Nation Series 

McLaughlin, A. C.: The Confederation and the Constitution 
Van Tyne, C. H.: The American Revolidion 
From the Chronicles of America Series 
Farrand, M.: Fathers of the Constitution 
Ogg, F. A.: The Old Northwest 

Wrong, G. M.: Washington and His Comrades in Arms 
Economic and Social 

Beard, C. A.: Economic Interpretation of the Constitution 
Callender, G. S.: Economic History of the United States 
Coman, K.: Industrial History of the United States 
Dewey, D. R.: Financial History of the United States 
Kirkland, E. C.: History of American Economic Life 
Van Metre, T. W.: Economic History of United States 

Political 

Beard, C. A.: American Government and Politics 
Beck, J. M.: The Constitution of the United States 
Bryce, J.: American Commonwealth 
Forman, S. E.: The American Democracy 
Foster, J. W.: Century of American Diplomacy 
Guitteau, W. B.: Government and Politics in the United States 
Hockett, H. C.: Western Influences on Political Parties to 
1825 


Horwill, H. W.: Usages of the American Constitution 
Latane, J. H.: History of American Foreign Policy 
Munro, W. B.: The Government of the United States 
Penman, J. S.: Irresistible Movement of Democracy 
Reed, T. II.: Form and Functions of American Government 
Schuyler, R. L.: Constitution of the United States 
Willoughby, W. W.: The Supreme Court of the United States 
Woodburn, J. A.: The American Republic and Its Govern¬ 
ment 

From Confederation to Constitution 

Farrand, M.: The Framing of the Constitution 

Fiske, J.: Critical Period in American History 

Hinsdale, B. A.: The Old Northwest 

Mowry, W. A.: Territorial Growth of the United States 

Roosevelt, T.: Winning of the West 

Schlesinger, A. M.: New Viewpoints in American History 

Biography 

Gay, S. H.: James Madison 
Lodge, H. C.: Alexander Hamilton 

-: George Washington 

Morse, J. T., Jr.: Benjamin Franklin 
Pellew, G.: John Jay 

Source Material 

Articles of Confederation 
Constitution 

Farrand, M.: Records of the Federal Convention 
Federalist 

Hart, A. B.: American History Told by Contemporaries 
James, J. A.: Readings in American History 
MacDonald, W.: Documentary Source Book 
Muzzey, D. S.: Readings in American History 



FORMING A MORE PERFECT UNION 


35 


Specific References 

Difficulties Encountered under the “Articles”: 

Beard: Economic Interpretation Constitution, 19-51 
Channing: United States, III, 431-462, 463-493 
Fiske: Critical Period, 134-186 

Hart: Contemporaries, II, 591-593; III, 177-191, 195-197 
McLaughlin: Confederation and Constitution, 53-88 
Van Tyne: American Revolution, 175-202 

Organization of the West: 

Channing: United States, III, 528-551 
Farrand: Fathers of Constitution, 55-80 
Fiske: Critical Period, 187-207 
Hinsdale: Old Northwest, 255-269 
McLaughlin: Confederation and Constitution, 108-137 
Ogg: Old Northwest, 76-130 

The New States: 

Channing: United States, III, 431-444 
Fiske: Critical Period, 50-89 
McLaughlin: Confederation and Constitution, 35-52 
Van Tyne: American Revolution, 136-156, 175-202 

Attitude of Foreign Powers: 

Callender: Economic History, 196-223 
Channing: United States, III, 463-472 
Fiske: Critical Period, 131-144, 154-162 
Foster: Century of Diplomacy, 88-101 
Latane: American Foreign Policy, 47-71 
McLaughlin: Confederation and Constitution, 89-107 
McMaster: United States, 221-255, 356-453 

Review 

A 

Define briefly each of the following words, particularly in relation to the period of confederation 
and the development of constitutional government: 

1. confederation, 2. federal, 3. constitution, 4. habeas corpus, 5. statehood, 6. ratification, 
7. western lands, 8, “squatter” rights, 9. “tomahawk rights,” 10. “critical period,” 11. ordinance, 
12. land policy, 13. public education, 14. territory, 15. nation, 16. “post-war depression,” 
17. “ dumped ” goods, 18. military posts, 19. paper money, 20. interstate tariffs, 21. Shays’s Rebellion, 
22. The Federalist, 23. delegates, 24. “a more perfect union,” 25. Virginia Plan, 26. New Jersey Plan, 
27. export duties, 28. direct taxes, 29. “three-fifths of all persons,” 30. “implied powers,” 31. state 
conventions, 32. “Bill of Rights,” 33. “elastic clause,” 34. “full faith and credit,” 35. Connecticut 
or Great Compromise, 36. enumerated powers, 37. denied powers, 38. concurrent powers, 39. check 
and balance, 40. “judicial supremacy,” 41. amendment, 42. slave trade, 43. “supreme law of the 
land,” 44. cabinet system, 45. senatorial courtesy, 46. extra-constitutional, 47. “judicial legisla¬ 
tion,” 48. treaty, 49. ex post facto laws, 50. “living” constitution. 

B 

Indicate by a check mark (\/) above the expression the correct choice in the completion of each 
of the following: 

1. The Constitution creates: (a) a pure democracy; (b) an executive supremacy; (c) a repre¬ 

sentative democracy; (d) a judicial oligarchy. 

2. The power to coin money rests with the: (a) national banks; (b) Congress; (c) United 

States Treasury; (d) states. 

3. The Constitution places no restrictions upon Congress in regard to: (a) port tariffs; (b) direct 

taxes; (c) regulation of commerce; (d) suspension of habeas corpus. 

4. A member of the House of Representatives must be: (a) from state represented; (b) ap¬ 

pointed by the President; (c) nine years a citizen; (d) native-born. 

5. The power of impeachment rests with the: (a) Senate; (b) President; (c) Supreme Court; 

(d) House of Representatives. 


Paper Money and Shays’s Rebellion: 

Hart: Contemporaries, II, 601-605; III, 191-194 
McLaughlin: Confederation and Constitution , 138-167 
McMaster: United States, I, 304-355 

Constitutional Convention: 

Beard: Economic Interpretation Constitution, 73-151 
Channing: United States, III, 494-516 
Farrand: Framing Constitution, 1-41 
McLaughlin: Confederation and Constitution, 168-183 
McMaster: United States, I, 381-423 
Schouler: United States, I, 23-38 

Compromises: 

Fiske: Critical Period, 236-266 

McLaughlin: Confederation and Constitution, 184-235, 253- 
276 

McMaster: United States, I, 423-453 
Schouler: United States, I, 23-41 

Ratification : 

Beard: Economic Interpretation Constitution, 253-325 

Channing: United States, III, 517-524 

Fiske: Critical Period, 306-350 

Hart: Contemporaries, III, 233-254 

McLaughlin: Confederation and Constitution , 277-317 

McMaster: United States, I, 454-499 

The Nature of the Constitutional Government: 

Beard: American Government and Politics, 34-77 

-: Economic Interpretation Constitution, 152-188 

Fiske, Critical Period, 276-305 

McLaughlin: Confederation and Constitution, 236-252 



36 


AMERICAN HISTORY 


6. States are granted the power to: (a) sue each other through the Supreme Court; (b) accept 

the judicial decisions of other states; (c) nullify federal laws; (d) make treaties with 
foreign powers. 

7. Amendments must be ratified by: (a) all the states; (b) two-thirds of the states; (c) three- 

fourths of the states; (d) a majority of the states. 

8. Control of the army and navy rests with the: (a) Cabinet Secretaries of the Army and Navy; 

(b) Congress; (c) President; (d) first-rank general and admiral, respectively. 

9. The Senate shall have sole power to: (a) originate all revenue-raising bills; (b) try cases of 

impeachment; (c) admit new states; (d) determine the time for the adjournment of 
Congress. 

10. The Constitution guarantees throughout the states: (a) jury trial for criminal prosecutions; 
(b) complete freedom of religious action; (c) public education; (d) uniform bankruptcy 
laws. 


Indicate by an S or an 0 whether each of the 
the Constitution: 

1. James Madison of Virginia 

2. Patrick Henry of Virginia 

3. Benjamin Franklin of Pennsylvania 

4. George Clinton of New York 

5. Edmund Randolph of Virginia 

6. John Hancock of Massachusetts 

7. Richard Henry Lee of Virginia 

8. Alexander Hamilton of New York 


following supported or opposed the adoption of 

9. George Mason of Virginia 

10. Samuel Adams of Massachusetts 

11. State of Rhode Island 

12. John Jay of New York 

13. Elbridge Gerry of Massachusetts 

14. John Marshall of Virginia 

15. George Washington of Virginia 


D 


Develop in full one or more of the following: 

1. Show wherein the Constitution remedied the most conspicuous weaknesses of the Articles 
of Confederation, yet failed in itself to create a government of unquestionable unity and supremacy. 

2. Account for the attitude in the Philadelphia Convention of the small states on representation, 
the lower South on slave trade, the states below the Potomac on congressional control of foreign 
commerce, and the northern states on taxation. How was each problem eventually dealt with in 
the Constitution? 

3. The adoption of the United States Constitution by no means indicated the country’s unquali¬ 
fied acceptance of or adherence to democracy. 


UNIT V —RISE OF AMERICAN NATIONALITY 

An Introduction 

The future of the new nation depended upon the success with which those first in power were able 
to operate the newly organized government. Laws, court decisions, and executive actions tested 
its ability to function and to establish valuable precedents. While differences of opinion resulted 
in the development of two political parties, the Federalist leaders, in twelve years of brilliant and 
significant accomplishment, were able to establish, in each branch of government, foundations 
sufficiently stable to carry on successfully, regardless of subsequent party changes. 

The Federalists were, however, loose constructionists, aristocratically inclined, concerned pri¬ 
marily in the success of commercial interests. Either forgetting, or ignoring, the influence of the 
demand for greater democracy in the origin of the nation, they alienated the masses of people, 
particularly in their unwise legislation regarding aliens, naturalization, and sedition, and, thereby, 
brought about their own fall from power. 

The election of Thomas Jefferson in 1800 brought to the presidency the author of the Declaration 
of Independence, a landed Virginian aristocrat, who, through his political philosophy, had become 
the avowed leader of the masses of people. He was as essential to the preservation of the spirit 
of democracy within the new nation as the Federalists had been to the preservation of the nation 
itself. 

The success of his administration at home may be attributed to his wise choice of able assistants, 
to the openness of mind which made it possible for him to consider an issue in the light of its 
ultimate effect upon the people rather than its conformity to his stated principles, and to the courage 
with which he attacked laws and practices which lessened rather than increased the development 
of the democratic ideal. 

While John Marshall’s development of the Supreme Court promoted nationalism, the purchase 
of Louisiana began a policy of national expansion destined to yield immense wealth and power, and, 
likewise, to involve the country in disputes of such magnitude as to lead, ultimately, to foreign 
and civil war. 

Jefferson’s efforts to avoid war over the rights of neutrals on the seas met with failure abroad 
and brought him only condemnation at home. The declaration of war against England, June 18, 
1812, was an admission of the failure of Jefferson’s policy of peaceful coercion, which President Mad¬ 
ison had sought to continue. Such vital issues as the rights of neutrals on the seas, the right of 
transfer of allegiance through naturalization, the Indian uprisings in the West, and the desire of 
the younger generation for recognition of its nationalistic ambitions demanded action. 

The significance of the war is to be found, not in the terms of the treaty, but in its consequences: 
at home, the security of the hold on the West, the impetus to manufacturing, the increased feeling 
of nationalism; abroad, American commerce freed from interference, whether by circumstance or 
intention, the recognition of the growing importance of the new nation, and, ultimately, rather 
general acceptance of the American views regarding the rights of neutrals. Whatever else the war 
may have done or failed to do, it left a self-conscious nation, facing westward, looking to a future 
built upon its own resources, no longer subservient to European tradition. 

The development of the West was to produce a new order which demanded further expansion, 
an extended suffrage, increased immigration, vast land grants, and improved transportation. It 
also threatened the overthrow of political control by the seaboard states, and, most critical of all, 
raised the issue of whether westward expansion would mean the extension of slavery. 

The success of the United States experiment in democracy stimulated similar democratic move¬ 
ments in the South American colonies. When the newly created republics were threatened by the 
reactionary policies of Europe, it became necessary for the United States to determine its position 

37 


38 


AMERICAN HISTORY 


in regard to European interference in American affairs. The result was the Monroe Doctrine, an 
assertion of United States nationalism for the preservation of the nationalism of other American 
republics. 

Textbook References 

Hamm, Bourne, and Benton: 178-269 

Bassett: 256-381; Beard and Beard: 193-273; Elson: 255; Latane: 229-314; Muzzey: 177-247; Wertenbaker 
321-467; Fish: 184-261; Fite: 179-276; Forman: 186- and Smith: 184-288; West: 221-334. 

263; Guitteau: 187-301; Hart: 193-305; Hulbert, 189- 


An Outline of the More Important Developments 

I. The new nation 

Conditions in 1789 
Population 
The European scene 
“Democracy” in 1789 
The force of precedent 
The new government begins to function 
Federal judiciary 
The Cabinet 
Military establishment 
State jealousy — the Eleventh Amend¬ 
ment 

Hamilton’s financial program 
First import tariff 

Hamilton’s plans for the payment of debts 
Political motives influencing Hamilton 
Excise tax and the “Whiskey Rebellion” 
First Bank of the United States 
Hamilton’s reasons for advocating a bank 
Objections to Hamilton’s program 

II. Avoiding foreign entanglements 

Foreign problems of the new nation 
Difficulties with England 
Difficulties with Spain 
Effect of the French Revolution on the 
“new” nation 

Prosperity of American commerce 
Efforts to solve our foreign problems 
Washington’s Farewell Address 
The administration of John Adams 

French interference with American trade 
The X Y Z Affair 
“Naval War with France,” 1798 
Rise of Napoleon — temporary removal of 
friction 

Achievements of the new nation 

III. Hamilton versus Jefferson 

The origin of political parties 
Beginning of political factions 
Hamilton — spokesman of one group 
Jefferson — spokesman of a more demo¬ 
cratic group 

The controversy over “implied powers” 
Strict construction of the Constitution 
Loose construction of the Constitution 
Inconsistency of political parties 
Federalists vs. Republicans 
American party system extraconstitutional 


Federalist and Republican quarrels 
Republican sympathy with France 
Republican criticism of Washington 
Beginnings of party organization 
Alien and Sedition Laws, 1798 
Virginia and Kentucky Resolutions 
Presidential election of 1800 
Federalist rush for judicial positions 
Services of the Federalist party, 1789-1801 
Weaknesses of Federalism 
Principles of the Republicans 

IV. Triumph of Jefferson 

Jeffersonian Republicans in power 
The new capital 

Gallatin, Secretary of the Treasury 
Changes in Republican policies 
The purchase of Louisiana 

Value of New Orleans to western settlers 
Napoleon’s acquisition of Louisiana from 
Spain 

Jefferson’s desires and fears about Louisiana 
Purchase of Louisiana for $15,000,000 
Constitutional scruples cast aside 
Importance of the Louisiana Purchase 
Lewis and Clark Expedition 
Explorations of Pike 
The collapse of Federalist opposition 
Divided councils among the Federalists 
Reelection of Jefferson, 1804 
Effect of prosperity on opposition 

V. Entangled in the Napoleonic wars, 1808-1815 
The change in the war in Europe after 1805 
Sea power vs. land power 
Effect of the “War of Decrees” on neutrals 
Impressment of seamen 
Affair of the Leopard, and the Chesapeake 
Jefferson’s efforts to avoid war 
Third term tradition and election of 1808 
President Madison’s plan 
The “War Hawks” 

Congressional elections of 1810 
Indian uprising in 1811 
Declaration of war against England 
The War of 1812 

Failure to secure Canada 
Perry’s victory at Lake Erie 
Naval warfare — the Constitution, “Old 
Ironsides” 


RISE OF AMERICAN NATIONALITY 


39 


Burning of Washington 
Financial difficulties 

Closing days of the war — Battle of New 
Orleans 

The Hartford Convention 

States’ rights in the stronghold of Federal¬ 
ism 

Ridicule for the Hartford protest 
Changed Republican program 

VI. Free to work out its own destiny 
The Tariff of 1816 

Beginnings of America’s Industrial Revo¬ 
lution 

An attempt to “stifle rising manufactures” 
Tariff of 1816 

Second Bank of the United States 

Financial weakness indicated by the war 
Republicans charter second Bank of the 
United States 

The question of internal improvements 
Financing of highways and canals 
Calhoun’s Bonus Bill 
The westward march 

Growth of the country and rapid settle¬ 
ment of the West 
Government land policy 
Fulton’s steamboat 

Required Assignments 


Covered wagon 

Internal improvements by the states 
Stagecoach lines 
Canal building 
Nationalism 

Struggle between North and South for the 
West 

Differences between Northwest and South¬ 
west 

Whitney’s cotton gin and cotton culture 
Strength of nationalist sentiment 

VII. Nationalism triumphant 

Disappearance of political faction 
“Era of good feeling” 

The Supreme Court 

John Marshall, Chief Justice, 1801-1835 

Marbury vs. Madison 

Dartmouth College case 

McCulloch vs. Maryland 

Gibbons vs. Ogden 

Marshall’s “judicial statesmanship” 

The influence of nationalism on foreign affairs 
Treaties with Great Britain 
Purchase of Florida 
Monroe Doctrine 

Monroe Doctrine and American national¬ 
ism 


I. The New Nation (Hamm, Bourne, and Benton: 178-188) 

1. Through a description of the country and the activities of the people show the comparative 
simplicity of life at the time the Constitution went into effect. Can the country be said to have 
been “democratic”? 


2. Show the success of the Federalists in organizing the new government in their provisions for 
(a) promised protection of personal liberties, (b) completion of the Judiciary, (c) national defence, 
and (d) national revenues. 


3. After 1791 a true Federalist was defined as one who supported Hamilton’s financial measures. 
Explain the statement through an analysis of Hamilton’s proposals in regard to (a) the payment 
of debts, abroad, at home, and the state debts, (b) first Bank of the United States. 


40 


AMERICAN HISTORY 


4. Explain the organization of the first Bank of the United States through the ownership of 
its capital stock, its functions, and its relation to the government. 


5. (a) Distinguish between an excise tax and a tariff, (b) Why did Hamilton advocate both 
types as sources of government income? (c) Explain the constitutional significance of the 
suppression of the “Whiskey Rebellion.” 


II. Avoiding Foreign Entanglements (Hamm, Bourne, and Benton: 189-200) 

1. The newly organized government very shortly found itself involved with England, Spain, 
and France, (a) State briefly the reasons in each case and show the extent to which commercial 
interests were involved in all of them, (b) Should economic interests be the primary factor in 
determining a country’s foreign relations? 


2. (a) Compare the provisions of the Jay Treaty with the desires of the United States as shown 
through Jay’s instructions, (b) Why was the treaty ratified even though so very unsatisfactory? 


3. (a) Account for the French attitude in the X Y Z Affair. Consider prior events in both 
the United States and France, (b) Show how very near to war the two countries came, and state 
whether, in your opinion, the outcome may be credited as a Federalist success. 


4. In addition to the problems relating to France and England there were those concerning the 
Indians in the West and the use of the Mississippi and the port of New Orleans. Show the 
importance to the country’s development of the agreements secured by the Federalists, (a) with 
the Indians, (b) with Spain. 


RISE OF AMERICAN NATIONALITY 41 

5. Considering the extent to which the Federalists found it necessary to deal with foreign 
powers, what is the proper interpretation of President Washington’s “policy of isolation”? 


III. Hamilton versus Jefferson (Hamm, Bourne, and Benton: 201-213) 

1. Opposition to the Federalist interpretation and exercise of governmental powers produced 
political party organization, an extraconstitutional but very dominating factor in our national 
life. Explain the positions of the two parties on the leading issues of the day, as indicated by 
the views of Hamilton and Jefferson. 


2. (a) Compare Jefferson’s and Hamilton’s interpretations of the “implied powers” of the 
Constitution, (b) Is it possible to account for their respective views? (c) Was it to the country’s 
interest or otherwise that Hamilton’s views prevailed during the earlier years? 


3. (a) What explanations can be given for the fact that the Federalists leaned toward England, 
whereas the Democratic-Republicans were very openly and strongly sympathetic with the 
French? (b) How did the latter fact affect public opinion of Washington? 


4. Show, through an analysis of their 1798 legislation and a consideration of the conflict of 
personalities within the party, the extent to which the Federalists were responsible for their 
own defeat in 1800. (a) Consider the Alien, Sedition, and Naturalization Acts; (b) the rela¬ 

tions between Hamilton and Burr. 


5. (a) Explain the means by which the Federalists sought to retain their influence in the govern¬ 
ment following the election of 1800. (b) Was the attempt justifiable, considering the number who 
viewed the election as a “revolution”? (c) Summarize the accomplishments of the Federalist 
party. 


42 


AMERICAN HISTORY 


IV. Triumph of Jefferson (Hamm, Bourne, and Benton: 214-226) 

1. The greatness of Jefferson can be conceived only through a realization of his multiplicity of 
interests, his liberalism of thought, and his endless expenditure of himself in promotion of his 
ideals, (a) Give specific examples of his varied interests and consequent activities, (b) What 
bearing would such facts have upon his policies as a President? 


2. One reason for Jefferson’s success in his first administration was the able assistance of Albert 
Gallatin, his Secretary of the Treasury. Show, by a comparison of Gallatin with Hamilton, 
that the two men, equally concerned with the country’s future, differed greatly in their specific 
aims and their means of promoting the nation’s financial welfare. 


3. Prove that, even though several of Jefferson’s measures as President were in accordance 
with the doctrine of loose rather than strict construction, his administration was by no means 
a complete abandonment of Republican principles. 


4. Jefferson’s 1804 electoral vote shows a considerable Federalist swing to his support. Mention 
specific measures during his administration which served to conciliate the Federalists or which 
forced upon him an appreciation and acceptance of a Federalistic point of view, thus uniting 
the two. 


5. Outstanding among Jefferson’s many contributions to the country’s development is that of 
the Louisiana Purchase. Explain its importance through developing the following: (a) the 
significance of the Mississippi River and the port of New Orleans to the western settlers; 
(b) Napoleon’s ambitions of empire; (c) England’s possible relation to Louisiana; and (d) the 
many and varied consequences of the purchase. 


6. (a) Explain the relation between the prosperity and the lack of political opposition in the 
Jeffersonian period, (b) Would long-continued prosperity be a good thing for a democracy? 
Why? 


RISE OF AMERICAN NATIONALITY 


43 


V. Entangled in the Napoleonic Wars, 1808-1815 (Hamm, Bourne, and Benton: 227-240) 

1. Explain the importance of the West Indies trade during the Napoleonic wars and account for 
England’s position in regard to the Rule of 1756 and the theory of the “continuous voyage.” 


2. The English and French interference with the United States’ neutral trade, begun during 
Washington’s administration, became acute during Jefferson’s term of office, (a) Explain the 
problems involved, and show how Jefferson sought to solve them without recourse to war. 
(b) Compare the results at home and abroad. 


3. (a) List the causes of the War of 1812 as given to Congress by President Madison, and ex¬ 
plain why the war was waged against England rather than against both France and England, 
(b) Compare American accomplishments on land and at sea. (c) Account for the greater 
success of the latter. 


4. What factors, at home and abroad, were instrumental in bringing about an early peace? 


5. Prove that the war, in spite of the negative character of the Treaty of Ghent regarding the 
stated causes, had very positive results, particularly in its effects upon domestic developments. 


6. What justification is there for the statement that the war was more to satisfy the demands 
of agrarian expansionists than to promote freedom of the seas? 


44 


AMERICAN HISTORY 


VI. Free to Work Out Its Own Destiny (Hamm, Bourne, and Benton: 241-255) 

1. The swing toward nationalism which accompanied the War of 1812 resulted in a protective 
tariff. Define the term “protective,” and explain why the tariff, which, within fifteen years, 
brought about nullification and threatened secession, is termed a “nationalistic” move in 1816. 


2. The same year which brought forth the first really protective tariff produced, also, the 
chartering of a second Bank of the United States. Why was so clearly a Hamiltonian, Federalist 
measure possible in a Democratic-Republican administration? 


3. Awakened to its resources, the nation began its expansion westward, (a) Define the “West” 
of 1815-1830 and list the various motives and means which promoted its development, (b) Dis¬ 
tinguish between the motives of the New Englanders, the immigrants, and the Southerners, 
(c) Define the routes westward, the methods of transportation, and the congressional land policy 
which encouraged westward emigration. 


4. (a) Define “internal improvements” and explain why the burden of them fell upon the states 
rather than the federal government in an era of nationalism, (b) How did the attitude of the 
younger Republicans differ from that of the older Republicans in the matter of “internal im¬ 
provements”? 


5. Explain (a) wherein the Northwest and the Southwest differed from each other; (b) the 
attitude of the older states toward the West’s development; and (c) the struggle between North 
and South to secure, each for itself, an economic and political alliance with the new West. 


6. Why has the War of 1812 been termed a “Second War of Independence”? 


RISE OF AMERICAN NATIONALITY 


45 


VII. Nationalism Triumphant (Hamm, Bourne, and Benton: 256-269) 

1. Nationalism within the government was evident in the political unity which produced the 
“Era of Good Feeling,” and in the increasing power of the federal government as a result of 
the decisions of the Supreme Court while John Marshall was Chief Justice. Show wherein such 
cases as Marbury vs. Madison (1803), Fletcher vs. Peck (1810), Martin vs. Hunter’s Lessee (1816), 
Dartmouth College vs. Woodward (1819), McCulloch vs. Maryland (1819), and Gibbons vs. 
Ogden (1824), considered as a group, may be termed an evidence of the growth of nationalism. 


2. (a) What circumstances placed so strong a nationalist as John Marshall in the position of 
Chief Justice of the Supreme Court during a Democratic-Republican era? (b) Show Marshall’s 
influence upon his own period, and explain why it remains an equally powerful influence through¬ 
out the greater part of our history. 


3. Nowhere does the Constitution confer upon the Supreme Court the right to pass upon the 
constitutionality of laws of Congress or of state legislatures. Explain the reasoning whereby 
Chief Justice Marshall claimed the right and show his application of it in the Madison vs. Mar¬ 
bury and the Fletcher vs. Peck cases, respectively. 


4. The case of McCulloch vs. Maryland sets forth the argument that the power to tax is the 
power to destroy. How is the argument developed to an assertion of the supremacy of the 
national government over that of individual states? 


5. Consciousness of nationalism was evident in foreign as well as domestic relations. Show 
wherein treaties with England and Spain and the promulgation of the Monroe Doctrine 
revealed it. 


46 


AMERICAN HISTORY 


6. Account for the ease with which the Louisiana-Canadian boundary was settled in 1818, and 
the fact that the Maine and Oregon sections were not settled until 1842 and 1846, respectively, 
and, even then, with considerable difficulty. 


7. (a) Explain wherein the Spanish Treaty of 1819 settled, temporarily, issues equally, if not 
more, important than that of Florida, (b) Why was the treaty severely criticized by the ex¬ 
pansionists? 


8. (a) State the circumstances which produced the Monroe Doctrine, (b) Show the extent to 
which John Quincy Adams determined its policy, (c) Compare the significance of the Doctrine 
at the time with that of today. 


Map Assignment 5. The War of 1812 

On Map 5, or on a tracing (according to teacher’s directions), do the following: 


A. Locate, by name, the following areas: (1) Up- C. 
per Canada, (2) New Hampshire, (3) Ver¬ 
mont, (4) Massachusetts, (5) Connecticut, 

(6) New York, (7) Michigan Territory, 

(8) New Jersey, (9) Pennsylvania, (10) Ohio, 

(11) Delaware, (12) Maryland, (13) Virginia. 

B. Locate, by name, the following bodies of 
water: Rivers — (1) St. Lawrence, (2) Con¬ 
necticut, (3) Hudson, (4) Mohawk, (5) Dela¬ 
ware, (6) Susquehanna, (7) Potomac, (8) Ohio, 

(9) Allegheny, (10) Ottawa, (11) Thames, 

(12) Niagara (with Falls); Lakes — (1) 
Champlain, (2) Ontario, (3) Erie, (4) Huron; 

Bay — Chesapeake Bay. 

Additional Problems 


Locate, by name, the following places: 
(1) Montreal, (2) Kingston, (3) York (now 
Toronto), (4) Fort George, (5) Queenstown, 
(6) Battle of Lundy’s Lane, (7) Battle of 
Chippewa, (8) Fort Erie, (9) Battle of the 
Thames, (10) Detroit, (11) Fort Malden, 
(12) Battle of Lake Erie, (13) Buffalo, 
(14) Fort Niagara, (15) Fort Oswego, 
(16) Plattsburg, (17) Baltimore, (18) Wash¬ 
ington, (19) Fort McHenry, (20) North 
Point. 


1. (a) Show how the 1796 and 1800 elections proved the Constitution’s electoral system in¬ 
adequate following the development of political parties, (b) State how the difficulty was 
remedied. 

2. Whereas the election of 1800 had changed the party control of the executive and legislative 
branches of the government, the judicial department, by virtue of its constitutional tenure, 
remained Federalist, (a) Show that the Federalist influence was, however, challenged by 









































RISE OF AMERICAN NATIONALITY 


47 


Jefferson, (b) Consider the congressional action regarding the “Midnight Judiciary,” and the 
impeachment of John Pickering of New Hampshire and of Samuel Chase of Maryland. 

3. (a) Define the Ohio Compact, (b) Account for Jefferson’s interest in the project and his 
adoption of what was really a loose-construction, internal improvement policy. 

4. (a) Compare the Republican and Federalist policies in regard to the Tripoli pirates, (b) Ex¬ 
plain the effect of the difference upon the development of the United States navy. 

5. The attacks upon the United States neutral trade were justified by England and France 
on the grounds that our ships had violated their blockades, (a) Analyze the series of “orders 
in council” and “decrees” which constituted the “paper blockades.” (b) Were neutral American 
shippers justified in disregarding them? Consider, particularly, Fox’s Blockade (May 16, 1806), 
Napoleon’s Berlin Decree (Nov. 21, 1806), the English Orders in Council (Jan. 7 and Nov. 1, 
1807), and Napoleon’s Milan Decree (Dec. 17, 1807). 

6. (a) Show how Jefferson tried, by various legislative measures, to force England and France 
to an appreciation of the importance of the United States trade, but with little success, (b) State 
the specific purposes of the Non-Importation Act (1806), the Embargo Act (Dec. 21, 1807), the 
Non-Intercourse Act (1809), and of Macon’s Bill No. 2 (May 1, 1810). 

7. Compare the position of the United States in the War of 1812 and that of the leading nations 
today regarding (a) ships flying a neutral flag, (b) neutral goods under an enemy flag, (c) block¬ 
ades, (d) naturalization, (e) impressment, and (f) privateering. 

8. Webster and Calhoun were destined, within fifteen years, to reverse their positions on the 
protective tariff. Account for the attitude of each in 1816 and later. 

9. State the policy pursued in the development of the West in regard to the type of government 
established, the future possibility of statehood, laws of land tenure and inheritance, guarantees 
of justice, opportunities for education, freedom of religion, and slavery. 

10. To comprehend the Monroe Doctrine of today one needs to go far beyond its original content 
to subsequent expansions and interpretations. Foremost among them are those of “moral 
responsibility,” “economic necessity,” and “paramount” and “permanent” interests. Explain 
the Doctrine of today through a definition of the given terms. 

(See also Hamm, Bourne, and Benton: 188, 199-200, 212-213, 226, 240, 255, 268-269.) 

Items of Interest 

Comment briefly upon each of the following: 

1. The location of the national capital as a factor in the assumption of state debts. 

2. The wisdom of President Washington’s policy of isolation then and today. 

3. The significance of the distribution of wealth in formulating a man’s political philosophy. 

4. Jefferson’s attitude toward the “spoils system.” 

5. The legality of Napoleon’s sale of Louisiana. 

6. Jefferson’s foreign policy compared with the present-day trend toward peace through dis¬ 

armament and the use of the boycott as an instrument of force. 

7. Subsequent territorial claims based upon the Lewis and Clark and the Pike expeditions. 

8. The value to the Republican party of Alexander Hamilton’s opinion of Aaron Burr. 

9. The war cry — 6257. 

10. The present omission of any appreciable system of military and naval fortifications along 

the Canadian border line. 

11. Whether Clay’s “American System” has been an advantage to the United States. 

12. Whether our use of the Monroe Doctrine has made us “economic imperialists.” 

13. The truth of the charge that Texas was sacrificed as the price of Florida. 

14. Why New England turned to manufacturing after the war and the South did not. 

15. The Hartford Convention. 

Cooperative Assignments (See Hamm, Bourne, and Benton: 269.) 

1. After special investigation and study, carefully list the principles of international law and 
practice which the United States championed in the period 1789-1820. Then investigate the 
extent to which these principles became generally recognized as a part of international law. 

2. Briefly enumerate the nationalistic principles embodied in the decisions of the Supreme 
Court under the Chief-Justiceship of John Marshall. To what extent were each of these principles 
subsequently reversed, modified, or reemphasized? 

3. Prepare a radio dramatization of the Burr Conspiracy; the quarrel between Hamilton and 
Burr; the Citizen Genet affair; the X Y Z episode; the Hartford Convention; Jackson’s activities 
in Florida; the formulation of the Monroe Doctrine. 


48 


AMERICAN HISTORY 


4. Begin the preparation of an extended report on the development of the idea of states’ rights 
to secede. Study intensively the doctrine of loose and strict construction; the Virginia and Kentucky 
Resolutions; the Hartford Convention. (Complete this study later after there has been opportunity 
to study the history of our country through the Civil War. Conclude with a summary of the position 
of the states’ rights doctrine today.) 

5. Begin the preparation of charts which reveal at a glance the evolution of American foreign 
policy toward England, France, Spain, the Indians, South America. 

Suggestions for Collateral Readings 

The Federalist regime: the assumption of state debts; the Whiskey Rebellion; Hamilton’s report on public 
credit; Hamilton’s report on manufacture; Genet’s Mission; Virginia and Kentucky Resolutions; X YZ 
Affair; the origin of political parties in the United States; the election of 1800. 

Jeffersonian democracy: War on the Tripoli pirates; negotiations concerning Louisiana; Lewis and Clark 
Expedition; the West Florida controversy; impressment of seamen; effects of the Embargo and Non- 
Intercourse Acts; Aaron Burr and conspiracy; the Madison vs. Marbury case; the McCulloch vs. Maryland 
case; the Louisiana Purchase Treaty. 

Freedom of the seas: Napoleon’s domination of Europe, 1800-1815; Tecumseh; the Hartford Convention; 
experiences of impressments; the Star-Spangled Banner; naval heroes of the War of 1812; Treaty of Ghent; 
the 1856 European agreements on the rights of neutrals. 

Nationalism: English Industrial Revolution; origin and growth of the factory system in the United States; 
Protective Tariff of 1816; the second United States Bank; Cumberland Road; Erie Canal; Jackson’s 
invasion of Florida; Holy Alliance; Monroe Doctrine; territorial form of government. 

Biographies: Alexander Hamilton, Thomas Jefferson, Aaron Burr, Albert Gallatin, John Marshall, James 
Madison, John Jay, Janies Monroe, John Quincy Adams, Simon Bolivar. 


Bibliography (See Hamm, Bourne, and Benton: 188, 200, 213, 226, 240.) 


General Histories 

Adams, H.: History of the United States of America 
Carman, H. J. and McKee, S.: History of the United States 
Channing, E.: History of the United States 
Hart, A. B.: Formation of the Union 
McMaster: History of the People of the United States 
Schouler, J.: History of the United States 
Von Holst, H.: Constitutional and Political History of the 
United States 

Wilson, W.: History of the American People 
Special 

From the American Nation Series 

Babcock, K. C.: The Rise of American Nationality 
Bassett, J. S.: The Federalist System 
Channing, E.: The Jeffersonian System 
Turner, F. J.: Rise of the New West 
From the Chronicles of America Series 

Corwin, E. S.: John Marshall and the Constitution 
Ford, H. J.: Washington and His Colleagues 
Johnson, A.: Jefferson and His Colleagues 
Ogg, F. A.: The Old Northwest 
Paine, R. D.: The Fight for a Free Sea 
Skinner, C. L.: Pioneers of the Old Southwest 

Economic and Social 

Bogart, E. L.: Economic History of the United States 
Cubberley, E. P.: Public Education in the United States 
Dewey, D. R.: Financial History of the United States 
Faulkner, H. U.: Economic History of the United States 
Kirkland, E. C.: History of American Economic Life 
Parrington, V. L.: Main Currents in American Thought, 
Vols. I and II 

Taussig, F. W.: Tariff History of the United States 
Van Metre, T. W.: Economic History of the United States 


Miscellaneous 

Bowers, C. G.: Jefferson and Hamilton, the Struggle for 
Democracy in America 
Fish, C. R.: American Diplomacy 
Hart, A. B.: The Monroe Doctrine, an Interpretation 
Mahan, A. T.: Sea Power in the War of 1812 
Moore, J. B.: American Diplomacy 
Paxson, F. L.: History of the American Frontier 
Roosevelt, T.: Winning of the West 
Stanwood, E.: History of the Presidency 
Thomas, D. Y.: One Hundred Years of the Monroe Doctrine 
Whitaker, A. P.: The Spanish-American Frontier 
Woodburn, J. A.: Political Parties and Party Problems 

Biography 

Beveridge, A. S.: Life of John Marshall 
Gay, S. H.: James Madison 
Gilman, D. C.: James Monroe 
Hunt, G.: James Madison 
Lodge, H. C.: George Washington 

-: Alexander Hamilton 

-: Daniel Webster 

Morse, J. T., Jr.: Thomas Jefferson 

-: John Adams 

Pellew, G.: John Jay 
Schurz, C.: Henry Clay 
Stevens, A. S.: Albert Gallatin 

Source Material 

Bogart, E. L. and Thompson, C. M.: Readings in the 
Economic History of the United States 
Fliigel, F. and Faulkner, H. U.: Readings in the Economic 
and Social History of the United States 
Hart, A. B.: American History Told by Contemporaries 
James, J. A.: Readings in American History 





RISE OF AMERICAN NATIONALITY 


49 


MacDonald, W.: Documentary Source Book in American 
History 

Muzzey, D. S.: Readings in American History 
Fiction 

Altsheller, J. A.: A Herald of the West 
Atherton, G.: The Conqueror; Rezanov 

Specific References 

Organization of the New Government: 

Bassett: Federalist System, 3-26 

Hart: Contemporaries, III, 255-276 

Lodge: Washington, II, 41-81 

McMaster: United States, I, 525-568 

Schouler: United States, I, 70-101 

Wilson: American People, III, 98-108, 116-126 

Hamilton’s Financial Policies: 

Channing: United States, IV, 60-89 
Dewey: Financial History, 75-117 
Faulkner: Economic History, 296-301 
Ford: Washington and His Colleagues, 54-79 
Lodge: Hamilton, 83-133 

MacDonald: Documentary Source Book, 233-243 
Schouler: United States, I, 130-156, 173-180 

A Policy of Neutrality: 

Bassett: Federalist System, 84-100 
Channing: United States, IV, 116-133 
Fish: American Diplomacy, 96-107 
Ford: Washington and His Colleagues, 115-146 
Hart: Contemporaries, III, 303-312, 385-400 
McMaster: United States, II, 89-141 
Schouler: United States, I, 241-258 

Jay Treaty: 

Bassett: Federalist System, 117-135 
Channing: United States, IV, 133-147 
Ford: Washington and His Colleagues, 147-163 
Hart: Contemporaries, III, 315-319 
Moore: American Diplomacy, 201-208 
Pellew: Jay, 263-283 

Schouler: United States, I, 289-304, 308-316 

Whiskey Insurrection: 

Bassett: Federalist System, 101-116 
Stevens: Gallatin, 67-96 

The X Y Z Affair: 

Channing: United States, IV 7 , 176—210 
Ford: Washington and His Colleagues, 195-226 
Lodge: Washington, II, 284-299 

-: Hamilton, 191-218 

McMaster: United States, II, 367-388 

Morse: Jefferson, 154-171 

Wilson: American People, III, 145-152 

Political Opposition: 

Bassett: Federalist System, 42-55 

Channing: United States, IV, 150-175 

Ford: Washington and His Colleagues, 164-194 

Hart: Contemporaries, III, 282-301 

McMaster: United States, II, 47-58, 85—88 

Morse: Jefferson, 87-147 

Schouler: United States, I, 171-178, 202-214 

Alien and Sedition Acts: 

Bassett: Federalist System, 252-264 
Channing: United States, IV, 219—229 
MacDonald: Documentary Source Book, 258-278 
McMaster: United States, II, 389-403, 418-427, 464-474 
Schouler: United States, I, 392-425 
Wilson: American People, III, 153-158 


Bacheller, I.: D'ri and I 
Churchill, W.: The Crossing 
Eggleston, E.: The Circuit Rider 
Hughes, R.: The Golden Ladder 

Sabin, E. L.: Opening the West with Lewis and Clark; Lost 
with Lieutenant Pike 

White, S. E.: Daniel Boone, Wilderness Scout 


Difficulties with the Indians: 

McMaster: United States, I, 593-604; II, 43-47, 67-72; 
III, 528-540 

Schouler: United States, I, 152-157; II, 331-335 

Downfall of the Federalists: 

Bassett: Federalist System, 276-296 
Channing: United States, IV, 211-244 
McMaster: United States, II, 489-537 
Morse: Adams, 283-325 

-—: Jefferson, 171-185 

Schouler: United States, I, 456-514 
Stanwood: Presidency, 54-73 
Wilson: American People, III, 161-177 

Jeffersonian Government: 

Channing: United States, IV, 245-274 

-: Jeffersonian System, 3-35 

Dewey: Financial History, 118-142 

Johnson: Jefferson and His Colleagues, 1-18 

McMaster: United States, II, 583-620; III, 146-215 

Morse: Jefferson, 186-229 

Stevens: Gallatin, 170-278 

Von Holst: United States, I, 169-199 

Wilson: American People, III, 163-180 

Louisiana Purchase: 

Channing: United States, IV, 298-335 

-: Jeffersonian System, 47-85 

Hart: Contemporaries, III, 363-385 
MacDonald: Documentary Source Book, 279-282 
McMaster: United States, II, 621-635 
Morse: Jefferson, 205-229 
Roosevelt: Winning of the West, IV 7 , 258-307 

War with the Pirates: 

Channing: United States, IV, 264-274 

-: Jeffersonian System, 36-46 

Johnson: Jefferson and His Colleagues, 35-57 
McMaster: United States, II, 588-602 

Lewi3 and Clark Expedition: 

Channing: Jeffersonian System, 86-99 
Roosevelt: Winning of the West, IV, 308-343 

Conspiracy of Aaron Burr: 

Channing: United States, 335-345 

-: Jeffersonian System, 155-168 

Corwin: John Marshall, 86—120 

Johnson: Jefferson and His Colleagues, 102-127 

Roosevelt: Winning of the West, IV, 258-307 

Developments in the Supreme Court: 

Babcock: American Nationality, 290-308 
Channing: Jeffersonian System, 111-125 

-: United States, IV, 275-297 

Corwin: John Marshall, 53—85, 121—197 

Difficulties of Neutrality: 

Channing: Jeffersonian System, 195-208 
Gay: Madison, 290-308 

Johnson: Jefferson and His Colleagues, 128-188 
Mahan: Sea Power in 1812, I, 89-180 
McMaster: United States, III, 220-275 
Schouler: United States, II, 133-156 










50 


AMERICAN HISTORY 


Embargo and Non-Intercourse: 

Babcock: American Nationality, 22-49 
Channing: Jeffersonian System, 209-223 
Hart: Contemporaries, III, 400-409 
MacDonald: Documentary Source Book, 282-288 
Mahan: Sea Power in 1812, I, 181-282 
McMaster: United States, III, 276-338 
Schouler: United States, II, 282-311 
Wilson: American People, III, 193-199 

War Hawks: 

Babcock: American Nationality, 84-105 
Hart: Contemporaries, III, 417-420 
Johnson: Jefferson and His Colleagues, 189-212 
Paine: Free Sea, 1-21 
Schurz: Clay, I, 67-101 

Naval Warfare: 

Babcock: American Nationality, 106-127 
Channing: United States, IV, 487-506, 528-544 
Mahan: Sea Power in 1812, I, 314-350, 386-423 
Paine: Free Sea, 46-63, 89-107 

New England’s Attitude toward War: 
Babcock: American Nationality, 150-167 
Channing: United States, IV, 557-564 


Lodge: Webster, 44-62 

MacDonald: Documentary Source Book, 293-302 
Von Holst: United States, I, 235-272 

Peace Treaty: 

Channing: United States, IV, 547-556 
Hart: Contemporaries, III, 426-433 
MacDonald: Documentary Source Book, 288-293 
Schurz: Clay, I, 102-125 

Results of the War: 

Babcock: American Nationality, 216-230, 231-242, 243-258 
Dewey: Financial History, 143-171 
MacDonald: Documentary Source Book, 302-306 

Purchase of Florida : 

Babcock: American Nationality, 271-289 
MacDonald: Documentary Source Book, 306—311 

Monroe Doctrine: 

Gilman: Monroe, 159-179 
MacDonald: Documentary Source Book, 318-320 
Thomas: Monroe Doctrine, 1-50 
Turner: Rise of the New West, 199-223 


Review 

A 

Define briefly each of the following in relation to the rise of American nationality: 

1. precedents, 2. judiciary, 3. cabinet, 4. militia, 5. Eleventh Amendment, 6. revenue tariff, 
7. protective tariff, 8. assumption, 9. credit, 10. excise, 11. Bank of the United States, 12. Whiskey 
Rebellion, 13. Federalists, 14. Democratic-Republicans, 15. western posts, 16. Jacobin Clubs, 
17. neutrality, 18. “Mad Anthony” Wayne, 19. Jay Treaty, 20. Citizen Genet, 21. Pinckney Treaty, 
22. impressment, 23. Farewell Address, 24. X Y Z, 25. “loose” construction, 26. McCulloch vs. 
Maryland, 27. Alien Law, 28. Twelfth Amendment, 29. “midnight judges,” 30. nullification, 31. Tri¬ 
politan War, 32. Virginia and Kentucky Resolutions, 33. Ohio Compact, 34. Sedition Law, 35. Cum¬ 
berland Road, 36. Louisiana, 37. paper blockade, 38. embargo, 39. Gibbons vs. Ogden, 40. Tecumseh, 
41. “War Hawks,” 42. “Old Ironsides,” 43. Ghent, 44. Hartford Convention, 45. Erie Canal, 
46. Marbury vs. Madison, 47. “strict construction,” 48. Naturalization Act, 49. Monroe Doctrine, 
50. West Florida. 


B 

List the name of the person or group suggested by each of the following: 

1. Announced that the United States opposed any further European colonization of the 

Americas. 

2. Argued the right of the Supreme Court to declare null and void an act of Congress contrary 

to the Court’s interpretation of the Constitution. 

3. Declared the United States neutral in the French and English War, 1793. 

4. Involved the United States government in diplomatic difficulties with Spain and England 

through invasion of the territory of the former and the killing of two citizens of the latter. 

5. Sought to prevent war with either England or France through a policy of peaceful coercion, 

namely, embargo and nonintercourse. 

6. Used his influence to throw Federalist votes to Jefferson in order to defeat Burr in the 

election of 1800. 

7. Established, by their Northwest Ordinance, the policy of future statehood for continental 

territories. 

8. Sought to continue his party’s influence in the government through last-minute appoint¬ 

ment of many Federalist judges. 

9. Proposed the establishment of a Bank of the United States. 

10. Secured a commercial treaty with England which the Senate ratified, regardless of popular 

opposition. 

11. Through his warning against “entangling alliances” instituted the United States policy 

of “isolation.” • 

12. Led the group demanding broad interpretation of the powers of Congress. 


RISE OF AMERICAN NATIONALITY 


51 


13. Through his invention prepared the way for “King Cotton.” 

14. As Secretary of the Treasury under Jefferson reduced the national debt $18,000,000 in 

eight years. 

15. Opposed the War of 1812, presumably to the point of threatening secession. 

16. Was tried but acquitted on a charge of conspiracy against the government. 

17. Secured in Virginia the passage of a resolution similar to that secured by Jefferson in Ken¬ 

tucky, declaring null and void the Alien and Sedition Acts. 

18. Secured from Spain the use of the Mississippi and the port of New Orleans. 

19. Led the group which preferred a strict interpretation of the powers of Congress. 

20. Advocated the national assumption of state debts. 

C 

Identify the circumstances which gave rise to each of the following ideas: 

1. The United States will not interfere with the purely internal concerns of any European 

power. 

2. Agreement between the United States and Great Britain to joint occupation for ten years. 

3. The power of Congress to control commerce may be exercised within a state. 

4. States may not tax federal measures because the power to tax is the power to destroy. 

5. The capture of Canada, in 1812, would be an easy task for the United States troops. 

6. “Agrarian cupidity, not maritime right” the cause of the War of 1812. 

7. “From that moment, we must marry ourselves to the British fleet and nation ...” 

8. “Our general government may be reduced to a very simple organization and a very inex¬ 

pensive one — a few plain duties to be performed by a few servants.” 

9. An amendment to the Constitution was needed to give constitutional recognition to the use 

of the party system of government. 

10. “It is our true policy to steer clear of permanent alliances with any portion of the foreign 
world.” 


D 

Discuss fully one or more of the following: 

1. It is not to be expected that a foreign policy adopted in Washington’s time would be adequate 

to the problems of present-day international relations. 

2. The European governments found themselves compelled, within fifty years, to recognize 

as international law those principles upheld by the United States from 1805 to 1815. 

3. Hamilton’s and Jefferson’s interpretations of the “implied power” clause represented the 

interests of capitalism and agrarianism and were, therefore, irreconcilable. 

4. The development of the Supreme Court under John Marshall has reduced the government 

of the United States to that of a judicial oligarchy. 


UNIT VI — SECTIONALISM 


An Introduction 

The good feeling which characterized the period of nationalism following the War of 1812 did not 
last. The Northeast committed itself to an industrial program dependent upon protective tariffs 
and a strongly nationalized system of banking and currency. The South, grasping its immediate 
opportunity, answered the demands of the factory system with an extension of its cotton plantations, 
which meant a steady progress westward because of the increasing demand for virgin soil. With 
that westward progress went the extension of slavery, destined to become the issue upon which 
sectional conflict eventually spent itself in civil war. The West, with its great land grants and ever 
increasing influx of immigrants, became equally unified in its agricultural development. 

Such sectional individualism could have but one result — equally individualistic interests, with 
both North and South seeking to secure the alliance of the newer, more democratic West. In the 
struggle political enemies were made, new party alignments developed, class consciousness was 
aroused. Sectional interests became predominant, even to nullification of national law and threat 
of secession. 

At the same time, the advancing frontier demanded habits of life productive of greater equality 
and more actual democracy than the country had hitherto known. Increased immigration in 
response to the demands of the factory system and the call of cheap land promoted a new political 
force demanding privileges and opportunities for the common man. It was an era dominated by 
vital personalities dealing with fundamental economic and social issues. Nationalism and good 
feeling gave way to sectionalism and stormy politics. 

Textbook References 

Hamm, Bourne, and Benton: 270-327 

Bassett: 377-427; Beard and Beard: 255-299; Elson: Latane: 306-333; Muzzey: 247-287; Wertenbaker and 
453-497; Fish: 249-288; Fite: 258-308; Forman: 262-297; Smith: 282-309; West: 332-388. 

Guitteau: 286-331; Hart: 299-336; Hulbert: 249-325; 

An Outline of the More Important Developments 

I. Basis for sectionalism II 

Sectional demands 
Industrial Northeast 
Cotton-raising South 
Agricultural West 
Political changes 

Universal manhood suffrage 
Abolition of property qualifications for 
officeholders 

Increase in elective offices 
Demands of organized labor 
Party strife 

Sectional leadership of Clay, Calhoun, Web¬ 
ster, John Quincy Adams, Crawford, 

Jackson 

State conventions replace congressional cau¬ 
cuses III 

Adams’ victory over Jackson, 1824 
Party division — Democrats and National 
Republicans (Whigs) 

Jackson’s election, 1828 


. Tariff conflict — North and South 
Tariff defined 

Protection of industry 
Influence on politics 
Opinions of economists 
Nullification issue 

Growth of the protective idea 
Growth of Southern opposition 
“Tariff of Abominations,” 1828 
South Carolina’s “Exposition and Protest” 
Webster-Hayne debate of states’ rights, 
1830 

South Carolina nullification, 1832 
The Compromise Tariff of 1833 
A precedent for secession 

. Jacksonian democracy 
Spoils system 

Occupation of Indian lands 
Opposition to internal improvements 
Opposition to the United States Bank 


52 


SECTIONALISM 


53 


“Specie Circular,” 1836 

Independent treasury system, 1840 and 1846 

Whig victory of 1840 


Increasing immigration 
Humanitarian reforms 


Demand for public education 
Separation of church and state 
Growth of American literature 


IV. Life in the times of Jacksonian Democracy 
Equality of opportunity 


Required Assignments 

I. Basis for Sectionalism (Hamm, Bourne, and Benton, 270-282) 

1. (a) State the predominant interests of the three principal sections of the country — North, 
South, and West — during the period, 1820—1840. (b) Show by specific illustration how each 

section sought to secure for itself such governmental measures as would promote its special 
interests. 


2. (a) Show wherein frontier life produced in the West greater democracy in social and political 
affairs than existed in the East, (b) How did the East react to western developments? 


3. (a) Name the outstanding leaders of the respective sections and account for the great enmity 
which existed between Jackson and Adams and Clay, (b) What bearing had that enmity upon 
party politics? 


4. Wherein were the failures of John Quincy Adams’ administration due to sectionalism? 
Wherein were they due to personal animosities? 


5. (a) Has your community any special sectional interests? (b) Have such interests always 
existed, or has the nature of your community changed conspicuously in the course of time? 
(c) Has the existence of sectional interests had any noticeable influence upon its local or national 
political affiliations? Should it be so? 


54 


AMERICAN HISTORY 


II. Tariff Conflict — North and South (Hamm, Bourne, and Benton: 283-298) 

1. (a) Distinguish between a tariff for revenue and a protective tariff, (b) Whom does the latter 
protect? (c) What effect has such protection on the price of commodities to the consumer? 
(d) How do politicians and economists differ in opinions regarding tariff? (e) What is your own 
reaction to a protective tariff? Can you account for it? 


2. (a) Trace the growth of tariff in the United States through an analysis of Hamilton’s report 
on manufacture, the Tariff of 1816, Clay’s American system, 1824, and the “Tariff of Abomina¬ 
tions,” 1828. (b) What sections profited by increased protection and what sections objected? 


Why? 


3. (a) What was the form and content of Calhoun’s “Exposition and Protest”? (b) What 
significance had it in relation to his theories of the nature of our constitutional government? 
(c) What response had he in his own state; throughout the South? 


4. (a) State the origin of the Webster-Hayne debate of 1830. (b) What significance had the 

debate in relation to the two vital questions of the day — sectionalism and interpretation of 
the Constitution? (c) Compare the two arguments as to logic, precedent, and vision. 


SECTIONALISM 


55 


5. (a) How far did South Carolina carry its doctrine of states’ rights in its 1832 Ordinance of 
Nullification? (b) To what extent may the Southern states and Jackson and Clay be said to 
have prevented secession at that time? (c) Is a formal ordinance necessary to bring about the 
nullification of federal actions? (d) Can anything be done about federal policies which are 
displeasing to the states? 


III. Jacksonian Democracy (Hamm, Bourne, and Benton: 299-314) 

1. (a) Define “spoils system.” (b) Wherein were Jackson’s actions in regard to removals and 
appointments any different from those of previous Presidents? How did he and his party justify 
them? How did the people view the matter? (c) Do subsequent political developments reflect 
creditably or otherwise upon the system? 


2. (a) Which Indian tribes, in what particular regions, obstructed the advance of the frontier? 
(b) Comment on Jackson’s methods and results in dealing with the problem. Did the demands 
of progress justify the steps taken? 


3. (a) What was Jackson’s position in regard to internal improvements? (b) Did his Maysville 
veto increase or decrease his popularity? 


4. (a) Tabulate the arguments for and against the second Bank of the United States, (b) Ac¬ 
count for Jackson’s hostility to it. (c) How did the matter become an issue of the 1832 cam¬ 
paign? Had Jackson’s reelection any significance in the matter? (d) State the purposes and 
consequences of his gradual transfer of government funds to state banks. 


56 


AMERICAN HISTORY 


5. (a) List the evidences of the fever of speculation which swept the country during Jackson’s 
second administration, (b) What steps were taken to protect government lands and money? 
(c) Compare the consequences of the situation with those you know to have followed the specula¬ 
tive years of 1928 and 1929. (d) Has the government any responsibility in such matters? 


IV. Life in the Times of Jacksonian Democracy (Hamm, Bourne, and Benton: 315-327) 

1. (a) Why should demands for humanitarian reforms have been a logical accompaniment of 
increased democracy? (b) What evidences were there of such demands? 


2. (a) Account for the numerous schemes for industrial and social reorganization which charac¬ 
terized the Jacksonian period, (b) Has the idea of a possible Utopia wholly disappeared? 


3. (a) What connection is there, if any, between the growth of democracy and the growth of a 
public school system? (b) Name a few of the leaders in the promotion of the latter. 


4. Was the effect of increased democracy upon the churches favorable or unfavorable to social 
progress? 


5. (a) The literary progress of the Jacksonian era is characterized by the introduction of cheap 
newspapers and the publication of homely prose and verse. Comment on their respective merits, 
(b) Name a few of the more important contributors. 


SECTIONALISM 


57 


Additional Problems 

1. (a) Explain the special election activities by which Adams obtained the presidency in 1824. 

(b) Compare the situation with that accompanying the election of Jefferson in 1800. (c) How 

does the Twelfth Amendment to the Constitution prevent the recurrence of a situation similar 
to that of 1800? (d) Why has there been no repetition as yet of a situation similar to that of 1824? 

2. (a) Define Pan-Americanism, (b) Account for the opposition in 1826 to participation in 
the Pan-American Congress, (c) Was the congressional attitude a creditable sequence to the 
Monroe Doctrine of three years previous? (d) Do you think the United States was under any 
obligation to aid in the development of the idea of Pan-Americanism? 

3. (a) What plans had John Quincy Adams for internal improvements? (b) What do you think 
of the advisability of the congressional decision to give federal aid to both private and public 
local enterprises instead of carrying through government projects? (c) Can you give present-day 
examples of either course — federal projects or federal aid to locally managed projects? (d) How 
might this policy affect the “federal balance” between the nation and the states? 

4. (a) Tabulate the arguments for and against protective tariff, (b) What bearing on those 
arguments have the following considerations: (1) one’s own interest in invested capital; 

(2) whether or not a country is fairly equally divided as to industrial and agricultural pursuits; 

(3) whether a nation is a creditor or debtor nation in the balance of international trade? (c) Is 
it possible that a nation’s point of view in regard to protective tariff may change in the course 
of the country’s development? (Keep in mind this possibility in studying subsequent tariff 
questions in history and present-day tariff considerations in the study of current events.) 

5. Explain and account for the shifts of Calhoun and Webster on the tariff. Were they justified 
in their apparent inconsistencies? 

6. (a) What is “lobbying”? (b) How does it affect tariff legislation? (c) Should it be pre¬ 
vented? Can it be? 

7. What happened when Jackson found out Calhoun had been the cabinet member who had 
sought to have him reprimanded for his military actions in Florida in 1818? 

(See also Hamm, Bourne, and Benton: 281-282, 297-298, 314, 327.) 

Items of Interest 

Comment briefly upon the following: 

1. Randolph’s remark that the 1828 tariff legislation was for the purpose of manufacturing a 

President. 

2. Jackson’s conception of the relative powers of the executive (himself) and the judiciary 

(Supreme Court) in interpreting legislation. 

3. The influence of the “Kitchen Cabinet” as compared to that of the official Cabinet. 

4. The circumstances of the congressional censure of Jackson and its expunging from the 

records. 

5. The beginnings of the “labor movement.” 

6. Changes in methods of nominating candidates for the presidency, 1789-1840. 

7. Practical local politics in Jackson’s time. 

8. The Panic of 1837 — causes, course, and recovery. 

Cooperative Assignments (See Hamm, Bourne, and Benton: 327.) 

1. On a large sheet approximately a yard square, draw six small outline maps of the states 
existing in the United States in 1790, 1800, 1810, 1820, 1830, and 1840. With a red bar to indicate 
property qualifications, a blue bar religious qualifications, and plain white to indicate no qualifica¬ 
tions, show the progress of the various states in doing away with qualifications for suffrage. It will 
be interesting to note how often the two limitations went together, the birth of western states 
without such qualifications, and the speed with which the limitations gave way in the East following 
the development of the more democratic West. 

2. It is possible to portray the same ideas on graph paper, marked off perpendicularly into five- 
year periods and horizontally into states, according to date of origin, showing with red and blue 
perpendicular bars the life of the limitations in the various states. The red and blue bars will 
disappear as the origin line rises. 

3. Organize the class into North, South, and West units, students seating themselves according 
to preferred sectional interests. Let those who desire represent particular characters of the period — 
such as Webster and Adams in New England; Calhoun, Hayne, and Crawford in the South; and 
Jackson and Clay in the West. “King” Andrew might well hold the center of the stage. Others 



58 


AMERICAN HISTORY 


may be merely sectional supporters. In a wholly informal manner let various students argue the 
causes and views of their respective sections. With an advance choice of characters it is possible 
to present very effectively the spirit of the arguments on western lands, the nature of the Constitu¬ 
tion, protective tariff, nullification theories, the demand for spoils, the good and evil of the Bank, etc. 
(If preferred, more formal debates can be arranged. The period affords so many controversial sub¬ 
jects, most members of the class can find opportunity for participation.) 

4. Prepare a one-act play describing the tariff and nullification; the clash of dominant per¬ 
sonalities — Jackson, Clay, Calhoun. 

Suggestions for Collateral Readings 

The development of the West: settlement; cotton expansion; transportation — highway, railroad, and canal; 
territorial government. 

The new democracy: factory system; immigration; labor; suffrage; spoils; education; literature. 

Domestic problems: tariff and nullification; bank controversy; personal political conflicts; Whig party; 

National Nominating Convention; Panic of 1837; Abolition movement. 

Foreign relations: Indian affairs; Texas; West Indies trade. 

Biographies: Andrew Jackson, John C. Calhoun, Henry Clay, Daniel Webster, Martin Van Buren, John 
Quincy Adams. 


Bibliography (See Hamm, Bourne, and Benton: 282, 298, 314, 327.) 


General Histories 

Burgess, J. W.: The Middle Period, 1817-1858 
Channing, E.: History of the United States 
Hart, A. B.: Formation of the Union 
McMaster, J. B.: History of the People of the United States 
Schouler, J.: History of the United States under the Constitu¬ 
tion 

Wilson, W.: Division and Reunion 
Special 

From the American Nation Series 

Babcock, K C.: Rise of American Nationality 
Garrison, G. P.: Westward Extension 
MacDonald, W.: Jacksonian Democracy 
Sparks, E. E.: National Expansion 
Turner, F. J.: Rise of the New West 
From the Chronicles of America Series 

Hulbert, A. B.: The Paths of Inland Commerce 
Ogg, F. A.: The Old Northwest 

-: The Reign of Andrew Jackson 

Orth, S. P.: Armies of Labor 

Skinner, C. L.: Pioneers of the Old Southwest 

Political 

Bowers, C. G.: Party Battles of the Jackson Period 
Bryce, J.: The American Commonwealth 
Guitteau, W. B.: Government and Politics in the United States 
Johnston, A. and Woodburn, J. A.: American Political 
History 

Penman, J. S.: Irresistible Movement of Democracy 
Stan wood, E.: History of the Presidency 
Willoughby, W. W.: Territories and Dependencies of the 
United States 

Woodburn, J. A.: Political Parties and Party Problems in 
the United States 

Economic and Social 

Beard, M. R.: Short History of the American Labor Movement 
Bogart, J. L.: Economic History of the United States 
Callender, G. S. : Economic History of the United States 
Coman, K. : Industrial History of the United States 
Commons, J. R.: History of Labour in the United States 
Dewey, D. R.: Financial History of the United States 
Dexter, E. G.: History of Education in the United States 


Ely, R. T. : Labor Movement in America 

Faulkner, H. U.: American Economic History 

Fish, C. R.: Rise of the Common Man 

Schlesinger, A. M.: New Viewpoints in American History 

-: Political and Social History of the United States 

Taussig, F. W.: Tariff History of the United States 
Thompson, H. : Age of Invention 

Trent, Erskine, and Van Doren: Cambridge History of Amer¬ 
ican Literature 

Tryon, R. M.: Household Manufactures in the United States, 
1640-1860 

Van Metre, T. W.: Economic History of the United States 
Wells, L. R.: Industrial History of the United States 

Expansion 

Hulbert, A. B.: Historic Highways 
Roosevelt, T. : Winning of the West 

Turner, F. J.: Influence of the Frontier in American History 
Biography 

Bassett., J. S.: Life of Andrew Jackson 

Benton, T. H.: Thirty Years’ View 

James, M.: The Border Captain 

Lodge, H. C.: Daniel Webster 

Morse, J. T., Jr.: John Quincy Adams 

Schurz, C.: Henry Clay 

Shepard, E. M.: Martin Van Buren 

Sumner, W. G.: Andrew Jackson as a Public Man 

Von Holst, H.: John C. Calhoun 

Source Material 

Bassett, J. S.: Correspondence of Andrew Jackson 
Hart, A. B.: American History Told by Contemporaries 
MacDonald, W.: Documentary Source Book in American 
History 

Muzzey, D.: Readings in American History 
Fiction 

Bacheller, I.: The Light in the Clearing 
Eggleston, E.: The Hoosier Schoolmaster 
Hawthorne, N.: The Blithedale Romance 
Moore, J. T. : Hearts of Hickory 
Parrish, R.: The Devil’s Own 
Rogers, C.: The Magnificent Idler 




SECTIONALISM 


59 


Specific References 

Settlement of the West: 

Babcock: Rise of American Nationality, 243-258 
Bogart: Economic History, 133-147, 189-236 
Callender: Economic History, 617-633; 668-686 
Faulkner: Economic History, 188-215 
MacDonald: Documentary Source Book, 3-15, 134-147 
Turner: Influence of the Frontier, 67-110, 286-298 

Transportation : 

Callender: Economic History, 326-344 
Faulkner: Economic History, 308-337 
Hulbert: Historic Highways, 116-195 
McMaster: People of the United, States, IV, 381-429; V, 
132-136; VI, 77-95 

Labor: 

Bogart: Economic History, 148-188 
Channing: History of the United States, V, 72-78 
Coman: Industrial History, 138-153, 207-231 
Commons: History of Labour, I, 108-138 
Faulkner: Economic History, 266-295 
Hart: Contemporaries, III, 509-530 
Orth: Armies of Labor, 19-39 
Penman: Irresistible Movement, 94-100, 101-119 

Tariff and Nullification: 

Bassett: Life of Jackson, II, 545-583 
Callender: Economic History, 487-563 
Channing: History of the United States, V, 404-433 
Dewey: Financial History, 172-196 
Hart: Contemporaries, III, 544-548 
MacDonald: Documentary Source Book, 333-340 
McMaster: People of the United States, VI, 148-176 
Ogg: Reign of Andrew Jackson, 158-180 
Schurz: Henry Clay, II, 1-23 
Taussig: Tariff History, 68-108 

Bank Controversy: 

Bassett: Life of Jackson, II, 584-655 
Channing: History of the United States, V, 434-466 
Dewey: Financial History, 197-247 
Faulkner: Economic History, 296-307 
MacDonald: Documentary Source Book, 320-329 

-: Jacksonian Democracy, 112-133, 218-239 

Sumner: Andrew Jackson, 339-376 


Personal Politics: 

Bassett: Life of Jackson, I, 322-349; II, 497-519, 700-721 

Lodge: Daniel Webster, 117-128, 205-240 

Morse: Adams, 101-163 

Schurz: Henry Clay, I, 146-171, 312-384 

Sumner: Andrew Jackson, 176-213 

Woodburn: Political Parties, 35-55 

Spoils System: 

Bassett: Life of Jackson, II, 437-457 
Hart: Contemporaries, III, 531-535 
MacDonald: Jacksonian Democracy, 54-65 

Webster-Hayne Debate: 

Hart: Contemporaries, III, 536-540 
Lodge: Daniel Webster, 172-204 
Ogg: Reign of Andrew Jackson, 137-157 

Whig Party: 

Garrison: Westward Extension, 123-140 
McMaster: People of the United States, VI, 550-592 
Woodburn: Political Parties, 43-55 

Panic of 1837: 

Dewey: Financial History, 223-247 

McMaster: People of the United States, VI, 389-415 

Education and Literature: 

Channing: History of the United States, V, 242-306 
Dexter: History of Education, 90-113 
Trent, et al.: American Literature, 100-197 

National Nominating Convention: 

MacDonald: Jacksonian Democracy, 192-199 
McMaster: People of the United States, VI, 114-152 
Ogg: Reign of Andrew Jackson, 68-94 

Foreign Relations: 

Bassett: Life of Jackson, II, 656-683 
MacDonald: Jacksonian Democracy, 169-182, 200-217 
Ogg: Reign of Andrew Jackson, 201-216 
Sumner: Andrew Jackson, 164-174, 214-236 


Review 

A 

Define briefly each of the following words, particularly in relation to the period of sectionalism 
and Jacksonian democracy; 

1. sectionalism, 2. democracy, 3. frontier, 4. immigrants, 5. suffrage, 6. citizen, 7. property 
qualification, 8. factory system, 9. franchise, 10. elective offices, 11. markets, 12 . tariff, 13. protec¬ 
tion, 14. internal improvements, 15. cheap land, 16. labor unions, 17. labor lien, 18. public education, 
19. caucus, 20 . convention, 21. Pan-Americanism, 22. compact theory, 23. states’ rights, 24. nullifica¬ 
tion, 25. secession, 26. spoils, 27. patronage, 28. party machine, 29. nominee, 30. bank, 31. bank 
note, 32. specie, 33. credit, 34. charter, 35. censure, 36. loan, 37. panic, 38. independent treasury 
system, 39. humanitarian, 40. Utopia. 


B 


Arrange the following in chronological order: 

1. The Compromise Tariff 

2. The South Carolina Ordinance of Nullification 

3. The Force Bill 

4. The Tariff of Abominations 

5. The campaign over the rechartering of the second 

Bank of the United States 


6. The panic of 1837 

7. The “Specie Circular” 

8. The triumph of the Whigs 

9. The Webster-Hayne debate 
10. The “Exposition and Protest” 




60 


AMERICAN HISTORY 


C 

Rearrange the order of column 2 so as to bring together in 1 and 2 those items directly associ¬ 
ated with each other. 


1 2 


1 . 

Dorr Rebellion 

Albany to Buffalo 

2. 

“Exposition and Protest” 

Daniel Webster 

3. 

American system 

“Specie Circular” 

4. 

Four and twenty interpreters 

Favorite sons 

5. 

Erie Canal 

Compromise tariff 

6. 

Cheap newspapers 

John C. Calhoun 

7. 

“Corrupt bargain” 

Public education 

8. 

Force Bill 

Henry Clay 

9. 

State conventions 

Rhode Island 

10. 

Wildcat banks 

Adams and Clay 

11. 

Cumberland Road 

Nashville, Tennessee 

12. 

Bank of the United States 

Whigs 

13. 

Martin Van Buren 

Temperance 

14. 

Roger B. Taney 

Public opinion 

15. 

The Clermont 

Atlantic Ocean 

16. 

The Hermitage 

Secretary of State 

17. 

“King” Andrew 

Nicholas Biddle 

18. 

Horace Mann 

Wheeling, West Virginia 

19. 

Susan B. Anthony 

State bank deposits 

20. 

The Savannah 

Fulton’s folly 


D 

In each of the following select the most satisfactory interpretation: 

1. According to the theory of the “Exposition and Protest” the Constitution was: (a) an in¬ 
strument designed to establish a balance of power between the federal government and the states; 
(b) a compact between citizens of the United States which derived its authority from the people and 
not from the states; (c) an agreement between the states which did not bind the individual states to 
obey the actions of the federal government; (d) an outline of the fundamental principles of govern¬ 
ment which gave the federal government supreme authority over the people and the states. 

2. The development of sectionalism’ during the period of Jackson is due: (a) to the policies of 
the second Bank of the United States; (b) to the ambitions of able statesmen in the North, South, 
and West who sought the presidency; (c) to the opposition of the Southern states to a protective 
tariff; (d) to the differences in economic pursuits and interests of North, South, and West. 

E 

(a) President Andrew Jackson and President Franklin D. Roosevelt belong to the same political 
party. Wherein are the basic political principles of the two Presidents in harmony or in conflict? 
(b) It has been suggested that primarily both were interested in weakening the hold of monopoly; 
that in the nineteenth century Jackson felt that the best way to accomplish this purpose would be 
to strengthen the power of the states, and that in the twentieth century President Roosevelt felt 
that the best way to accomplish the same purpose was to enlarge the powers of the national govern¬ 
ment. Prepare an essay in support or criticism of this interpretation. 


UNIT VII — EXPANSION AND CONFLICT 


An Introduction 

The economic and social progress of the country from 1820 on, due largely to westward expansion 
to the Mississippi and across into Louisiana and Missouri, led to the continuation of that expansion 
to the coast. Pioneer conquests of undeveloped territory involved the United States in controversies 
with foreign powers. Arbitration with England and Russia and war with Mexico enabled the United 
States to achieve its so-called “manifest destiny” — to hold, in truth, from “sea to sea.” Two 
vital issues were to follow: in foreign relations, the promulgation of the Monroe Doctrine; at home, 
the question of whether or not the extension of slavery should accompany the territorial expansion. 

A phase of social progress of the first half of the 19th century was a growing consciousness of 
the moral wrong of slavery and a consequent abolition movement. The industrialism of the North 
permitted the slavery issue to remain, primarily, a moral one; the agricultural interests of the South 
led to an economic consideration of it; sectional interests became predominant. The continued 
westward movement of slave-owning southerners threatened to disturb the sectional balance of 
power in the Senate, thereby making the extension of slavery into new territory the foremost political 
issue following the Mexican cessions. 

The organization of a new political party, primarily sectional, and the consequent election of 
Lincoln on a platform opposing the extension of slavery brought to the front the more vital issue 
of secession. Further attempts at compromise were abandoned. War rather than constitutional 
arguments was to determine whether a state had the right to secede. The attitudes of foreign powers, 
of the border states, and the comparative resources of North and South were to prove the deciding 
factors. The victory of the North meant not only the preservation of the Union and the emancipa¬ 
tion of slaves; it determined the nature of the country’s development from that time on. 


Textbook References 

Hamm, Bourne, and Benton: 328-416 

Bassett: 428-593; Beard and Beard: 300-416; Elson: 375; Latane: 335-490; Muzzey: 288-401; Wertenbaker 
498-750; Fish: 289-367; Fite: 309-410; Forman: 298- and Smith: 313-414; West: 389-450. 

419; Guitteau: 332-473; Hart: 337-483; Hulbert: 275- 


An Outline of the More Important Developments 

I. Westward Ho! 

Tyler and the Whigs 

Tyler’s opposition to Whig nationalistic pro¬ 
posals 

The Webster-Ashburton boundary settle¬ 
ment, 1842 

Tyler and Calhoun — expansion and states’ 
rights 

Manifest destiny 

“Re-annexation” of Texas and “Ite-occupa- 
tion” of Oregon 
Texan independence, 1836 
The Senate’s 1844 defeat of Texan annexa¬ 
tion 

Annexation of Texas by joint resolution, 
1845 

War with Mexico 

Texas boundary dispute 
Expansionists’ desire for California 
Occupation of disputed area 
Mexican and American declarations of war 


Capture of Vera Cruz and Mexico City 
Occupation of New Mexico and California 
Treaty of Guadalupe-Hidalgo, 1848 
Gadsden Pin-chase, 1853 
Completing the program of expansion 
Oregon boundary settlement, 1846 
Mormon settlement of Utah 
Discovery of gold in California 
Desire for Cuba 

Clayton-Bulwer Isthmian Canal Treaty, 
1850 

Expansion and the slavery issue 
II. Slavery 

Early attitude toward slavery 
Demand for cheap labor 
Slave trade 

Emancipation movement 
Constitutional and legal recognition of slav¬ 
ery 

Missouri Compromise, 1820 


61 


62 


AMERICAN HISTORY 


The abolitionist movement 

Southern agitation against slavery 
William Lloyd Garrison, Abolitionist 
“Underground Railroad” 

Demand for cotton 
Southern defense of slavery 
Demand for new soil 

Controversy between sections over slavery 
“Gag” Resolutions 
Liberty and Free Soil parties 
Popular sovereignty idea 
Slavery problem in the Mexican cession 
Clay’s Compromise of 1850 

III. The storm brews 

Comparisons of North, South, and West prior 
to the conflict 

The North’s population increased by immi¬ 
gration 

Rapid and extensive railroad construction 
Increased agricultural exports 
New inventions and growth of manufacture 
Revival of the American merchant marine 
Reduction of tariffs — at home and abroad 
American progress in literature, science, and 
news publications 

Renewal of the struggle over slavery 

Southern Democrats in control of the gov¬ 
ernment 

Popular sovereignty in the Kansas-Ne- 
braska Act, 1854 

Supreme Court’s support of the South in 
the Dred Scott Decision, 1857 
Southern planters aroused by John Brown’s 
raid, Uncle Tom’s Cabin, and The Im¬ 
pending Crisis 

The “Freeport Doctrine” of the Lincoln- 
Douglas debates 
Campaign of 1860 

Republican candidate and platform 
Split in the Democratic party 
The Constitutional Union party 
Election of Lincoln, November, 1860 
Secession 

Weak policy of President Buchanan 
Secession of South Carolina, December, 
1860 

Formation of the Confederate States of 
North America, February, 1861 
Southern “Declaration of Independence” 
Economic and social causes of secession 
Fort Sumter 

Seizure of federal property by the Con¬ 
federacy 


Confederate attack upon the Star of the West 
Republican rejection of Crittenden Com¬ 
promises 

Lincoln’s inaugural plea to the South 
Surrender of Fort Sumter and call for volun¬ 
teers 

Causes of the Civil War 
IV. Civil War 

Conditions influencing the conduct of the war 
The struggle for the border states 
“Copperheads” and “Union Democrats” 
Influence of geographic conditions on the 
War ' 

The Draft (1863) 

Increased power of the President 
States’ rights sentiment in the Confederacy 
Northern control of the sea 

Superiority of Northern resources 
Northern blockade of Southern ports 
Foreign-built Confederate cruisers ^ 
Military events 

War in the East to capture Richmond 
War in the West for control of the Ohio 
and Mississippi 

Sherman’s march from Tennessee to Sa¬ 
vannah 

Lee’s surrender at Appomattox Court 
House, April 9, 1865 
Assassination of Lincoln, April 14, 1865 
Foreign difficulties 

European neutrality a disappointment to 
the South 

England’s recognition of South as a belliger¬ 
ent an offense to the North 
The Trent affair 

British shipyard violations of neutrality 
Reasons for British neutrality 
French interests in Mexico 
Russian friendship for the North 
Abolition of slavery 

Lincoln’s position regarding slavery 
The Emancipation Proclamation as a war 
measure 

Thirteenth Amendment prohibiting slavery 
Politics during the war 

Party divisions throughout the war 
Suspension of habeas corpus 
Presidential campaign of 1864 
How the war was financed 
Heavy duties and taxes 
Greenbacks — a forced loan 
Borrowing money by selling bonds 
Creation of national banking system, 1863 


EXPANSION AND CONFLICT 


63 


Required Assignments 

I. Westward Ho! (Hamm, Bourne, and Benton: 328-342) 

1. (a) Why did all members of President Tyler’s cabinet, except Webster, resign? (b) Were his 
accomplishments a justification of his retention of office under existing conditions? 


2. (a) Can any expansion program be justified through a claim of “manifest destiny”? 
(b) What was said to be the “manifest destiny” of the United States? 


3. 


How had the slavery issue figured in relations between Texas and Mexico from 1821 to 1836? 


4. (a) Account for the Senate’s rejection of President Tyler’s Texas annexation treaty, (b) How 
was annexation finally accomplished? (c) Wherein were the issues of slavery and secession in¬ 
volved with that of expansion? 


5. Why were the two expansion programs termed the “re-annexation” of Texas and the “re¬ 
occupation” of Oregon? 


6. (a) Compare the British and American claims to Oregon, (b) Why did both England and 
the United States agree upon the 49th parallel in 1846, whereas in 1818 England had refused 
to accept it, and in 1844 the United States had insisted upon “Fifty-Four Forty or Fight”? 


64 


AMERICAN HISTORY 


II. Slavery (Hamm, Bourne, and Benton: 343-360) 

1. (a) Explain the status of slavery during the colonial days, at the time of the Northwest 
Ordinance, in the Constitution, and during the period from 1790 to 1819. (b) Would you con¬ 

clude that slavery was, until 1820, a nationally or only sectionally accepted institution? 


2. (a) What political purpose lay behind the pairing of free and slave states for admission? 
(b) What significance had the provision of the Missouri Compromise prohibiting slavery in 
the rest of the Louisiana Purchase north of the 36° 30' line? 


3. Account for the development of the abolition movement. Show that neither was it wholly 
Northern, nor were all Northerners as extreme as William Lloyd Garrison in their abolition 
sentiments. 


4. Show wherein the industrial revolution determined the subsequent attitude of the Southern 
planters toward slavery. 


5. Why were the “gag” resolutions and the mail controversies detrimental rather than helpful 
to the Southern cause? 


6. (a) State the four possible methods of dealing with the slavery problem, (b) Which did 
President Taylor choose to accept? (c) How did the discovery of gold in California affect the 
situation? 


EXPANSION AND CONFLICT 


65 


7. (a) Define the three bills passed in 1850 as a result of Clay’s proposed compromises, (b) Con¬ 
trast the attitudes of Webster and Calhoun in relation to them, (c) Why was the Compromise 
of 1850 generally regarded as a final disposition of the slavery issue? 


III. The Storm Brews (Hamm, Bourne, and Benton: 361-391) 

1. What economic developments throughout the period from 1850 to 1860 gave the North 
decided advantages in the struggle which was to follow? 


2. (a) Explain the motives behind the passage of the Kansas-Nebraska Bill, (b) List its numer¬ 
ous consequences, (c) Do they warrant the statement that it was the “most momentous measure 
that passed Congress from the day the senators first met to the outbreak of the Civil War”? 


3. (a) Show the extent to which proslavery men dominated the federal government by 1856. 
(b) What was the result when the Dred Scott case reached the Supreme Court? (c) Do you 
believe that the fact that seven of the nine judges were proslavery men justified the North’s 
reaction to the decisions? 



4. (a) Define clearly the “Freeport Doctrine” advanced by Douglas in his debate with Lincoln 
in 1858. (b) What political significance had it? 


66 


AMERICAN HISTORY 


5. (a) Account for the choice of Lincoln as the Republican candidate in the 1860 election and 
for his victory, (b) What facts would have determined whether or not you would have voted 
for him? 


6. Was the South justified in its secession from the Union? Consider the economic, social, and 
political causes underlying its action, and, finally, the constitutionality of it. 


IV. Civil War (Hamm, Bourne, and Benton: 392-416) 

1. (a) Show the comparative extent of the Confederacy and the Union, (b) Which were the 
“border” states, and why was their loyalty to the Union particularly significant in the outcome 
of the war? 


2. (a) List the objectives of the North, both military and naval, (b) Explain the difficulties 
encountered, and state the successes through which each objective was achieved. 


3. (a) Wffiy did the South believe that foreign powers, particularly England and France, would 
render her assistance? (b) What were the North’s relations with the European powers? 


EXPANSION AND CONFLICT 


67 


4. (a) Define very definitely the provisions of Lincoln’s Emancipation Proclamation, particu¬ 
larly the sections to which it applied, (b) Do you consider his action consistent with his inaugural 
statements? (c) Was it justifiable under the circumstances? (d) To which section was it 
the more significant. North or South? Why? 


5. (a) Prove that the administration by no means enjoyed unanimous support throughout 
the war. (b) Would you have agreed with the President in his suspension of writs of habeas 
corpus? (c) Indicate the importance of the last-minute Union victories in the election of 1864. 


6. (a) Name the various means by which the North financed the war. (b) Explain in detail 
the operation of the National Bank system, showing its value in the sale of government bonds 
and in the establishment of a uniform and an increased currency, (c) What are the essential 
differences between Hamilton’s United States Bank and Chase’s National Banks? (d) What 
steps were taken to give the new national banks an advantage over the older state banks? 


7. Explain the statement that the resources of the North rendered ineffectual the military 
advantages of the South, thus determining the outcome of the war. 


Map Assignment 6. Westward Expansion. (Map facing page 68.) 


On Map 6, or on a tracing (according to teacher’s directions), do 
A. In territorial expansion, rivers play a most important part. 

St. Lawrence 7. Red (south) 

Ohio 8. 

Apalachicola 9. 

Perdido 16- 

Pearl 11- 


Mississippi 


12 . 


Arkansas 
Missouri 
Red (north) 
Yellowstone 
Snake 


the following: 

Locate, by name, the rivers: 


68 


AMERICAN HISTORY 


13. Columbia 

14. Sabine 

15. Nueces 

16. Rio Grande 


17. Colorado 

18. Gila 

19. Platte 


B. Locate, by name: 

1. The Lake of the Woods 

2. The Great Salt Lake 

3. Puget Sound 

4. The Rocky Mountains 

5. The route of the Lewis and Clark exploration, 1804-1806 

6. The route of Pike’s exploration into the Southwest, 1806 

C. Through the use of various colored crayons to shade each section differently, trace the expansion 
of the country as follows: 

1. The original thirteen colonies, with the western settlement line more heavily shaded. 

2. The area west of the settlement line secured from Great Britain by the Treaty of Paris, 1763. 

3. Within that area, shade more heavily that section which was subsequently organized as 

the Northwest Territory. 

4. Indicate with two-color parallel bars the southern area, east of the Mississippi, claimed by 

both Spain and the United States from 1783 to 1795. 

5. The Louisiana Purchase (with natural boundaries). 

6. The northern Louisiana boundary line established by the 1818 treaty with England. 

7. With heavier shading indicate the Louisiana areas given to England and to the United 

States by the 1818 treaty. 

8. The area east of the Mississippi, claimed by Spain, but occupied by the United States 

between 1810 and 1818. 

9. The area purchased from Spain in 1819. 

10. Indicate with two-color parallel bars the area around the Gulf of Mexico, west of 

the Mississippi, claimed by both Spain and the United States following the Louisiana 
Purchase. 

11. The western boundary line of the Louisiana Purchase as established with Spain in 1819. 

12. Indicate by dotted lines the English and American claims for a Maine boundary, with a 

solid line to indicate the compromise boundary line established by the Webster-Ashburton 
Treaty. 

13. The Texas area as recognized by Mexico. 

14. With a heavier shading add the territory claimed by Texas when annexed to the United 

States. 

15. Indicate with parallel bars of four colors the rival claims to Oregon of Russia, England, the 

United States, and Spain. 

16. The Oregon boundary line established with Russia in 1824. 

17. The Oregon boundary line established with Spain in 1819. 

18. The Oregon boundary line established with England in 1846. 

19. The area of the Mexican Cession of 1848. 

20. Mark off California within the Mexican Cession. 

21. The Territory of Utah within the Mexican Cession. 

22. The Territory of New Mexico within the Mexican Cession. 

23. Indicate in the New Mexico Territory the section purchased from Texas. 

24. The Gadsden Purchase. 

25. (On the insert map) Alaska, acquired in 1867. 


D. With a study of the Mexican War, 

1. New Orleans 

2. Fort Leavenworth 

3. Santa Fe 

4. San Antonio 

5. Palo Alto (Texas) 

6. Monterey (Mexico) 

7. Mexico City 

8. Vera Cruz 

9. Buena Vista 

10. Chapultepec 


locate on the map the following places: 

11. Matamoros 

12. Resaca de la Palma 

13. Chihuahua 

14. Sacramento 

15. El Paso 

16. San Jacinto 

17. Tampico 

18. San Diego 

19. Los Angeles 

20. San Francisco 











































































EXPANSION AND CONFLICT 


69 


E. Trace the routes of: 

1. Taylor from the Nueces to Tampico, 1846-1847. 

2. Fremont from Los Angeles to San Francisco and through northern California. 

3. Kearny from Fort Leavenworth to Santa Fe and San Diego. 

4. Doniphan from Santa Fe to Buena Vista. 

5. Scott from Vera Cruz to Mexico City. 


Map Assignment 7. The Civil War 

On Map 7, or on a tracing (according to teacher’s directions), do the following: 

A. With various colored crayons indicate through different shadings: 

1. The five states free because within the area of the Northwest Ordinance of 1787 — (1) Ohio, 

(2) Indiana, (3) Michigan, (4) Illinois, (5) Wisconsin. 

2. Draw the Missouri Compromise of 1820 line, dividing the free from the possible slave 

territory. (Remember it applied only to the Louisiana Purchase and Missouri was 
admitted as a slave state.) 

3. Draw the more northern line established by the Kansas-Nebraska Act, showing the ad¬ 

ditional area thereby opened to slavery. 

4. The fourteen states free by state action — (1) Maine, (2) New Hampshire, (3) Vermont, 

(4) Massachusetts, (5) Rhode Island, (6) Connecticut, (7) New York, (8) Pennsylvania, 
(9) New Jersey, (10) Minnesota, (11) Iowa, (12) Kansas, (13) Oregon, (14) California. 

5. The first state to secede, December, 1860 — South Carolina. 

6. The six states which had followed by February, 1861 — (1) Mississippi, (2) Florida, (3) Ala¬ 

bama, (4) Georgia, (5) Louisiana, (6) Texas. 

7. The four states which completed the Confederacy by May, 1861— (1) Virginia, (2) Arkansas, 
(3) Tennessee, (4) North Carolina. 

8. The four slave-holding border states which remained loyal to the Union — (1) Delaware, 

(2) Maryland, (3) Kentucky, (4) Missouri. 

9. The state formed by the separation of a loyal section from a seceding state — West Virginia. 

10. Show through a series of four lines, each representing a year of the war, how the Northern 

forces closed in upon the Confederacy: 

(1) By April, 1861 (3) By July, 1863 

(2) By April, 1862 (4) By July, 1864 

(See Muzzey: 364) 


B. 

Locate on the map, by name, 

the following rivers: 

1 . 

Potomac 

5. 

Cumberland 

2. 

James 

• 6. 

Tennessee 

3. 

Savannah 

7. 

Mississippi 

4. 

Ohio 



C. 

Locate on the map, by name, 

the following places, using insert map where convenient 

1 . 

Washington 

14. 

Chattanooga 

2. 

Montgomery 

15. 

Chickamauga 

3. 

Richmond 

16. 

Atlanta 

4. 

Fort Sumter 

17. 

Savannah 

5. 

Bull Run 

18. 

Appomattox Court House 

6. 

Manassas Junction 

19. 

Charleston 

7. 

Antietam 

20. 

Hampton Roads 

8. 

Gettysburg 

21. 

Fort Fisher 

9. 

Fort Henry 

22. 

Mobile 

10. 

Fort Donelson 

23. 

New Orleans 

11. 

Shiloh 

24. 

Fort St. Philip 

12. 

Vicksburg 

25. 

Fort Jackson 

13. 

Port Hudson 




70 


AMERICAN HISTORY 


Additional Problems 

1. (a) Account for the Mormon settlement of Utah, (b) What value had it in the nation’s 
expansion program? 

2. (a) Define the Ostend Manifesto, (b) Wherein was it an indication of the expansionist spirit 
of the period? (c) What other activities indicated similar ambitions? 

3. (a) List the provisions of the Texas annexation treaty of 1846 and those of the Guadalupe- 
Hidalgo Treaty of 1848. (b) Considering the territorial expansion involved in the two treaties, 
why was the Gadsden Purchase considered necessary in 1853? 

4. (a) Compare the attitudes of Adams, Jackson, Clay, and Webster on the Texas annexation 
question, (b) To which of the four men was the issue of greatest political consequence? Why so? 

5. To what extent did the possibility of foreign interest in the Southwest influence the annexa¬ 
tion of Texas? 

6. (a) Consider the claims of Spain and Russia as well as those of England and the United 
States to the Oregon country, (b) Trace the agreements of 1818 and 1828 with England, of 
1819 with Spain, and of 1824 with Russia, (c) Had the Oregon question ever the political 
significance of the Texas issue? 

7. Summarize the factors other than military which played an important part in the acquisition 
of the West. 

8. (a) Distinguish between the Liberty party and the Free Soil party, (b) Did either have 
any considerable effect upon the politics of the period? 

9. (a) Define the Wilmot Proviso, (b) Why has it been termed the turning point in the slavery 
question? 

10. Is there any relation between the literary and scientific accomplishments of the period just 
preceding the Civil War and the country’s very marked economic and social progress during 
the same period? 

11. Where would you place the responsibility for “ Bleeding Kansas ” — upon the Southern slave 
owners or the New England abolitionists? 

12. (a) Explain the significance of the two books, Uncle Toms Cabin and The Impending Crisis, 
in the promotion of the conflict between the North and South, (b) Are they an argument for 
or against the freedom of the press? 

13. State in your own words the question Lincoln asked Douglas at Freeport, and show how 
Douglas, in his answer, tried to reconcile two opposing views regarding the extension of slavery 
into newly organized territories. 

14. (a) Was the weakness of President Buchanan in dealing with the secessions which followed 
Lincoln’s election at all consequential? (b) What remedy for such a situation is afforded by 
the Twentieth Amendment to the Constitution? 

15. (a) What were the Crittenden proposals? (b) Why was neither Lincoln nor Jefferson 
Davis in sympathy with them? 

16. In the draft for the World War the government sought to avoid the evils of the Civil War 
draft. State the evils and indicate their unfortunate consequences. 

17. (a) Compare the attitude of the British Admiralty toward the North’s blockade of the 
South’s ports with that of other factors in the British government, (b) Why the difference? 

(See Hamm, Bourne, and Benton: 341-342, 360, 370, 391, 415-416.) 

Items of Interest 

Comment briefly upon the following: 

1. The wisdom of the Whig choice of Tyler as the vice-presidential candidate. 

2. New England’s attitude toward Webster’s seventh of March speech. 

3. French disregard of the Monroe Doctrine during the war. 

4. The significance of the previous associations of McClellan and Lee. 

5. The constitutionality of annexation of new territory by joint resolution; by treaty. 

6. The organization or lack of organization of the “underground railroad.” 

7. The effect of Clay’s compromises upon his political career. 

8. The significance of the invention of the cotton gin. 

9. Lincoln’s responsibility for the war in choosing to send supplies to Fort Sumter. 

10. The right of the “Copperheads” to their opinions and to act accordingly. 

11. The South’s struggle between states’ rights and effective war measures. 

12. The significance of the South’s lack of drugs and medical supplies. 


EXPANSION AND CONFLICT 


71 


13. The constitutionality of granting statehood to West Virginia. 

14. The activities of Vallandigham. 

Cooperative Assignments (See Hamm, Bourne, and Benton: 416.) 

There are few periods in our history which offer more opportunities for a dramatic presentation 
of men’s opinions and their effect upon the developments of their day than the decade preceding 
the Civil War. The following suggests but a few of the possibilities: 

1. Organize the class to represent the Senate in the years 1850 to 1860. Permit individual or 
group choices of students to represent such characters as Henry Clay, Daniel Webster, John C. 
Calhoun, Lewis Cass, Stephen A. Douglas, Thomas H. Benton, William H. Seward, Charles Sumner, 
etc. Let the students study the positions, opinions, speeches, legislative proposals, votes, etc., of 
the characters they represent, and subsequently reenact (presented, however, in their own words) 
the parts played by the men they represent. It is interesting to note whether or not the personalities 
and arguments of those representing the characters who swung the Senate to their views between 
1850 and 1860 succeed in doing the same with the class, or whether the class responds more favorably 
to those of opposing opinions. 

2. Construct a large-size map of the United States. (Use either blackboard, cardboard, or some 
type of wall board.) Divide into states. Color the Union states red, the Border states white, and 
the Confederate states blue. With either colored chalk or small stickers of various shapes and colors 
indicate the locations of the resources and the developments of the period which were instrumental 
in determining the outcome of the war. Suggestions: black, to locate the coal deposits; yellow, the 
grain areas; gray, the cotton fields; brown, the iron mines; orange, the tobacco sections. Draw 
circles about the important railroad centers and lines to indicate the railroads connecting them. 
Indicate by small cross-barred squares the industrial centers. Print on each of the three sections 
the figures representing the total population of the area, separating, in the South, the black and 
white. Add any other features which will help to show the difference in significant resources. 

Suggestions for Collateral Readings 

Expansion: territorial and economic; Tyler and the Whigs; Webster-Ashburton Treaty; westward movement; 
Texas; Oregon; California; Treaty of Guadalupe-Hidalgo; industrial developments; cotton; agricultural 
developments; commercial expansion; transportation; immigration; tariff; Cuba. 

Slavery conflicts: slavery and abolition; Wilmot Proviso; Compromise of 1850; Webster’s seventh of March 
speech; Calhoun’s argument; Fugitive Slave Law; “underground railroad”; Kansas-Nebraska Act; 
“Bleeding Kansas”; Republican party; Dred Scott case; Lincoln-Douglas debates; John Brown’s raid; 
election of Lincoln; attitude of President Buchanan. 

Secession and Civil War: secession; formation of the Confederacy; attempts to compromise; Fort Sumter; 
border states; draft; blockade; foreign opinion and action; Trent affair; the Alabama; economic conditions 
during the war; financing the war; conditions in the North; conditions in the South; United States Sani¬ 
tary Commission; Emancipation Proclamation; assassination of President Lincoln; the mid-term election 
of 1862; the presidential election of 1864; Lincoln’s second inaugural. 


Bibliography (See Hamm, Bourne, and Benton: 343, 360, 370, 391, 416.) 


General Histories 

Channing, E.: History of the United States 
Davis, J.: Rise and Fall of the Confederate Government 
McMaster, J. B.: History of the People of the United States 
Rhodes, J. F.: History of the United States from 1850 
Schouler, J.: History of the United States under the Constitu¬ 
tion 

Von Holst, H.: Constitutional and Political History of the 
United States 

Wilson, W.: Division and Reunion 
Special 

From the American Nation Series 

Chadwick, F. E.: Causes of the Civil War 

Dunning, W. A.: Reconstruction, Political and Economic 

Garrison, G. P.: Westward Extension 

Hart, A. B.: Slavery and Abolition 

Hosmer, J. K.: The Appeal to Arms 

• -: Outcome of the Civil War 

Smith, T. C.: Parties and Slavery 


From the Chronicles of America Series 
Bolton, H. E.: The Spanish Borderlands 
Dodd, W. E.: The Cotton Kingdom 
Fleming, W. L.: The Sequel of Appomattox 
Hough, E.: The Passing of the Frontier 
Macy, J.: The Anti-Slavery Crusade 
Skinner, C. L.: Adventurers of Oregon 
Stephenson, N. W.: Texas and the Mexican War 

-: Abraham Lincoln and the Union 

-: The Day of the Confederacy 

White, S. E.: The Forty-Niners 
Wood, W.: Captains of the Civil War 

Economic and Social 

Bogart, E. L.: Economic History of the United States 
Callender, G. S.: Economic History of the United States 
Coman, K.: Industrial History of the United States 

-: Economic Beginnings of the Far West 

Commons, J. R.: Races and Immigrants in America 
Dewey, D. R.: Financial History of the United States 






72 


AMERICAN HISTORY 


Faulkner, H. U.: American Economic History 
Fite, E. D.: Social and Industrial Conditions in the North 
during the Civil War 

Kirkland, E. C.: History of American Economic Life 
MacGill, C. E.: History of Transportation in the United 
States before 1860 

Mitchell, W. C.: History of the Greenbacks 
Phillips, U. B.: American Negro Slavery 
Scherer, J. A.: Cotton as a World Power 
Semple, E. C.: American History and Its Geographic Condi¬ 
tions 

Taussig, F. W.: Tariff History of the United States 
Underwood, J. L.: The Women of the Confederacy 
Van Metre, T. W.: Economic History of the United States 

Expansion 

Dodd, W. E.: Expansion and Conflict 

Paxson, F. L.: The Last American Frontier 

Ray, P. O.: The Repeal of the Missouri Compromise 

Ripley, R. S.: War with Mexico 

Roosevelt, T.: Winning of the West 

Sparks, E. E.: Expansion of the American People 

Turner, F. J.: The Frontier in American History 

Conflict 

Dodge, T. A.: Bird’s-Eye View of the Civil War 

Greeley, H.: The American Conflict 

Johnson, R.: Short History of the War of Secession 

McClellan, G. B.: McClellan s Own Story 

Moore, A. B.: Conscription and Conflict in the Confederacy 

Rhodes, J. F.: Lectures on the American Civil War 

Siebert, W. H.: The Underground Railroad 

Stephens, A. H.: War between the States 

Taylor, T. E.: Running the Blockade 

Miscellaneous 

Adams, E. D.: British Interests and Activities in Texas 

Dunbar, S.: History of Travel in America 

Fish, C. R.: American Diplomacy 

Fite, E. D.: Presidential Campaign of 1860 

Foster, J. W.: Century of Diplomacy 

Latane, J. H.: History of American Foreign Policy 

Stanwood, E.: History of the Presidency 

Woodburn, J. A.: Political Parties and Party Problems 

Specific References 

Expansion 

Tyler and the Whigs: 

Garrison: Westward Extension, 51-66 
McMaster: People of the United States, VI, 601-637 

Webster-Ashburton Treaty: 

Channing: History of the United States, V, 536-541 
Fish: American Diplomacy, 220-242 
Garrison: Westward Extension, 67-84 
Lodge: Webster, 241-263 

MacDonald: Documentary Source Book, 361-368 
McMaster: People of the United States, VII, 271-284 

Westward Movement: 

Channing: History of the United States, V, 37-69 
Coman: Industrial History, 232-268 
Faulkner: Economic History, 188-215 
Garrison: Westward Extension, 22-50 

Texas: 

Coman: Economic Beginnings Far West, II, 94-109 
Garrison: Westward Extension, 85-156 
Hart: Contemporaries, III, 637-655 


Biography 

Adams, C. F., Jr.: Charles F. Adams 

Bancroft, F.: Life of W. H. Seward 

Chesney, C. C.: Ulysses S. Grant 

Cooke, J. E.: Robert E. Lee 

Dodd, W. E.: Statesmen of the Old South 

Eckenrode, H. J.: Jefferson Davis, President of the South 

Hart, A. B.: Salmon P. Chase 

Johnson, A.: Stephen A. Douglas 

Lodge, H. C.: Daniel Webster 

McLaughlin, A. C.: Lewis Cass 

Morse, J. T., Jr.: Abraham Lincoln 

Nevins, A.: Fremont, the West’s Greatest Adventurer 

Nicolay, J. G. and Hay, J.: Abraham Lincoln 

Schurz, C.: Abraham Lincoln 

Storey, M.: Charles Sumner 

Tar bell, I.: Abraham Lincoln 

Villard, O. G.: John Brown 

Source Material 

Grant, U. S.: Personal Memoirs 

Harding, S. B.: Select Orations Illustrating American History 
Hart, A. B.: American History Told by Contemporaries 
Helper, H. R.: The Impending Crisis in the South 
MacDonald, W.: Documentary Source Book 
Muzzey, D. S : Readings in American History 

Fiction 

Altsheller, J.: The Guns of Bull Run 
Bacheller, I.: Eben Holden 
Brady, C. T.: The Patriots of the South 
Cable, G. W.: The Cavalier 
Churchill, W.: The Crisis 
Crane, S.: The Red Badge of Courage 
Dixon, T.: The Victim 

Garland, H.: Trail-Makers of the Middle Border 

Hough, E.: The Covered Wagon 

Morrow, H. W.: Forever Free 

Page, T. N.: Two Little Confederates 

Parkman, F.: The Oregon Trail 

Parrish, R.: The Red Mist 

Sabin, E. L.: With Carson and Fremont 

Stowe, H. B.: Uncle Tom’s Cabin 

Strachey, R.: Marching On 


Latane: American Foreign Policy, 225-259 
MacDonald: Documentary Source Book, 368-370 
McMaster: People of the United States, V, 540-555; VI, 251- 
270; VII, 304-331, 359-369, 391-407, 430-439 

Oregon: 

Channing: History of the United States, V, 499-512, 559-562 
Coman: Economic Beginnings Far West, II, 113-166 
Garrison: Westward Extension, 157-173 
Latane: American Foreign Policy, 225-259 
McMaster: People of the United States, VII, 286-304, 407- 
420 

Schouler: History of the United States, IV, 504-514 
California: 

Coman: Economic Beginnings Far West, II, 207-319 
Garrison: Westward Extension, 230-243 
McMaster: People of the United States, VII, 464-471, 584- 
614 

Sparks: Expansion, 324-350 

Treaty of Guadalupe-Hidalgo: 

Channing: History of the United States, V, 611-615 
MacDonald: Documentary Source Book, 377-382 


EXPANSION AND CONFLICT 


73 


McMaster: People of the United States, VII, 509-525 
Moore: American Diplomacy, 234-236 

Industrial Progress: 

Bogart: Economic History, 176-188 
Callender: Economic History, 459-486, 738-793 
Coman: Industrial History, 146-154, 222-231, 232-262 
Dewey: Financial History, 248-274 
Faulkner: Economic History, 266-295 
Van Metre: Economic History, 248-274 

Cotton: 

Bogart: Economic History, 290-305 
Dodd: Cotton Kingdom, 24-70 
Hart: Slavery and Abolition, 92-109 
Rhodes: History of the United States, I, 303-380 

Agriculture : 

Bogart: Economic History, 263-289 
Callender: Economic History, 760-768 
Faulkner: Economic History, 216-241 
McMaster: People of the United States, II, 476-482; III, 89- 
146 

Commerce: 

Bogart: Economic History, 222-236 
Coman: Industrial History, 262-268 
Faulkner: Economic History, 242-265 
Van Metre: Economic History, 356-373 

Transportation : 

Bogart: Economic History, 205-236 
Callender: Economic History, 313-344, 359-387 
Channing: History of the United States, V, 1-36 
Coman: Industrial History, 216-231, 242-243 
Smith: Parties and Slavery, 59-74 
Van Metre: Economic History, 343-348, 356-372 

Caribbean Expansion and Diplomacy: 

Channing: History of the United States, VI, 54-58 
Latane: American Foreign Policy, 284-322 
McMaster: People of the United States, VIII, 133-143, 161- 
164, 181-186, 332-361 
Smith: Parties and Slavery, 75-93 

Conflict 

Slavery and Abolition: 

Chadwick: Causes of the Civil War, 17-36 
Channing: History of the United States, V, 120-170; VI, 15— 
25 

Faulkner: Economic History, 359-380 
Garrison: Westward Extension, 294-314 
Hart: Contemporaries, IV, 59-79 

-: Slavery and Abolition, 92-108, 136-187 

McMaster: People of the United States, VI, 271-298 
Rhodes: History of the United States, I, 1-98 

Wilmot Proviso: 

Garrison: Westward Extension, 254-268 
McMaster: People of the United States, VII, 480-488; VIII, 
1-19 

Compromise op 1850: 

Channing: History of the United States, VI, 66-87 

Garrison: Westward Extension, 315-332 

Hart: Contemporaries, 48-58 

Lodge: Webster, 297-332 

Rhodes: History of the United States, I, 99-198 

Schurz: Clay, II, 316-373 

Smith: Parties and Slavery, 14-26 

Wilson: Division and Reunion, 169-173 

Fugitive Slaves and Slave Law : 

Hart: Contemporaries, IV, 56-58 
McMaster: People of the United States, VIII, 46-54 
Smith: Parties and Slavery, 22-27 
Wilson: Division and Reunion, 174-178 


“Underground Railroad”: 

Channing: History of the United States, VI, 88-116 
Hart: Contemporaries, IV, 80-96 
Macy: Anti-Slavery Crusade, 112-130 
Rhodes: History of the United States, II, 73-77, 361-372 

Kansas-Nebraska Act, Popular Sovereignty, and 
Border Warfare: 

Greeley: American Conflict, I, 224-251 
Harding: Select Orations, 292-308 
Hart: Contemporaries, III, 97-121 
MacDonald: Documentary Source Book, 405-420 
Macy: Anti-Slavery Crusade, 144-164, 182-190 
Rhodes: History of the United States, I, 424-506; II, 278-301 
Smith: Parties and Slavery, 94-108, 121-135, 149-160, 209- 
255 

Sparks: Expansion, 351-365 

Republican Party: 

Hart: Contemporaries, IV, 100-104 
Stanwood: History of the Presidency, I, 258-278 

Dred Scott Case: 

Channing: History of the United States, VI, 186-197 
Hart: Contemporaries, IV, 122-135 
Macy: Anti-Slavery Crusade, 191-202 
McMaster: People of the United States, VIII, 277-283 
Rhodes: History of the United States, II, 257-270 
Smith: Parties and Slavery, 197-208 

Lincoln-Douglas Debates: 

Harding: Select Orations, 309-341 
Nicolay and Hay: Lincoln, II, 135-170 
McMaster: People of the United States, VIII, 317-337 
Rhodes: History of the United States, II, 302-343 

John Brown’s Raid: 

Chadwick: Causes of the Civil War, 67-89 
Davis: Confederate Government, I, 35-47 
Macy: Anti-Slavery Crusade, 203-232 
Rhodes: History of the United States, II, 384-416 

Election of Lincoln, 1860: 

Chadwick: Causes of the Civil War, 136-150 
Davis: Confederate Government, I, 47-57 
Hart: Contemporaries, IV, 151-163 
Nicolay and Hay: Lincoln, II, 216-295 
Rhodes: History of the United States, II, 417-502 
Stanwood: History of the Presidency, I, 279-297 

President Buchanan’s Attitude: 

Chadwick: Causes of the Civil War, 151-165 
McMaster: People of the United States, VIII, 493-509 

Secession: 

Chadwick: Causes of the Civil War, 136-150 
Channing: History of the United States, VI, 256-297 
Davis: Confederate Government, I, 77-85 
Stephenson: Lincoln and Union, 81-101 

The Confederacy: 

Channing: History of the United States, VI, 256-297 
Davis: Confederate Government, I, 229-241 
Hart: Contemporaries, IV, 189-192, 240-255 
MacDonald: Documentary Source Book, 424-433 
Rhodes: People of the United States, III, 291-325 
Wilson: Division and Reunion, 249-251 

Crittenden Compromise: 

Chadwick: Causes of the Civil War, 166-183 
Greeley: American Conflict, I, 351-406 
Hart: Contemporaries, IV, 204-210 
Rhodes: History of the United States, III, 150-181 

Fort Sumter: 

Chadwick: Causes of the Civil War, 184-246, 321-342 
Hart: Contemporaries, IV, 211-227 
Nicolay and Hay: Lincoln, IV, 44-109 
Rhodes: History of the United States, III, 325-356 



74 


AMERICAN HISTORY 


Border States: 

Chadwick: Causes of the Civil War, 54-66 
Greeley: American Conflict, I, 488-492 

Draft: 

Charming: History of the United States, V, 413-436 
Hart: Contemporaries, IV, 256-259, 376-381 
Nicolay and Hay: Lincoln, VII, 1-27 
Rhodes: History of the United States, IV, 320-332 

Blockade: 

Channing: History of the United States, VI, 486-523 
Hart: Contemporaries, IV, 356-358 
MacDonald: Documentary Source Book, 434-435 
Rhodes: History of the United States, V, 396-420 

Foreign Opinion and Relations: 

Adams: British Interests, 147-344 
Fish: American Diplomacy, 304-335 
Hosmer: Appeal to Arms, 306-322 
Latane: American Foreign Policy, 361-369 
Rhodes: History of the United States, III, 417-434, 502-543; 
IV, 337-394 

Trent Affair: 

Adams: British Interests, 210-239 
Foster: Century of Diplomacy, 367-372 
Hart: Contemporaries, IV, 298-301 
Latane: American Foreign Policy, 373-379 
Rhodes: History of the United States, III, 520-543 

Alabama: 

Adams: British Interests, 306-344, 377-397 
Foster: Century of Diplomacy, 424-428 
Hart: Contemporaries, IV, 416-418, 550-556 
Latane: American Foreign Policy, 426-430 

Review 

A 


Rhodes: History of the United States, IV, 85-94, 365-371, 
510-511 

Financing the War: 

Coman: Industrial History, 279-290 

Davis: Confederate Government, I, 485-492 

Dewey: Financial History, 271-330 

Rhodes: History of the United States, III, 558-573 

Conditions in the North: 

Channing: History of the United States, VI, 398-444 
Coman: Industrial History, 290-312 
Faulkner: Economic History, 381-402 
MacDonald: Documentary Source Book, 463-466 
Rhodes: History of the United States, IV, 223-255, 321-329; 
V, 189-342 

Stephenson: Lincoln and Union, 204-223 

Conditions in the South: 

Davis: Confederate Government, I, 471-504 
Faulkner: Economic History, 381-402 
Rhodes: History of the United States, V, 343-482 
Stephenson^ Day of the Confederacy, 99-111 

Emancipation: 

Channing: History of the United States, VI, 524-545 
Davis: Confederate Government, II, 7-10, 169-187 
Foster: Century of Diplomacy: 392-397 
Hart: Contemporaries, IV, 390-411 
MacDonald, Documentary Source Book, 457-459 
Rhodes: History of the United States, IV, 71-75, 157-165, 
212-219 

Assassination of Lincoln: 

Nicolay and Hay: Lincoln, X, 277-325 
Rhodes: History of the United States, V, 139-161 


Define briefly each of the following words and phrases, particularly in relation to the period 
of expansion and the conflicts over slavery and secession: 

1. Whigs, 2. expansion, 3. “manifest destiny,” 4. frontier, 5. slavery, 6. annexation, 7. Mormon, 
8, Ostend Manifesto, 9. abolition, 10. “balance of power,” 11. popular sovereignty, 12. Omnibus 
Bill, 13. emancipation, 14. Yankee clipper, 15. transcontinental, 16. “underground railroad,” 17. sub¬ 
sidies, 18. fugitive, 19. “Bleeding Kansas,” 20. “Gag”resolutions, 21. merchant marine, 22. Wilmot 
Proviso, 23. secession, 24. “Freeport Doctrine,” 25. scientific farming, 26. civil war, 27. border 
states, 28. “Copperheads,” 29. Republican, 30. draft, 31. states’ rights, 32. blockade, 33. Confeder¬ 
acy, 34. habeas corpus, 35. greenbacks, 36. Alabama, 37. national banks, 38. belligerent, 39. bounty, 
40. Crittenden Compromise, 41. “King-Cotton, ” 42. Le Compton Constitution, 43. Impending 
Crisis, 44. “Fifty-four Forty or Fight,” 45. Emigrant Aid Society, 46. Trent affair, 47. cotton gin, 
48. Dred Scott, 49. Cooper-Union 50. Liberia. 


B 

Fill in the thirty-three blanks necessary to complete correctly the following: 

1-3. The Missouri Compromise closed to slavery that territory in the_____ 

north of_, except__. 

4-7. The provisions of the 1850 Compromise dealing with slavery were 

CD 

( 2 ) 

(3) 

(4) 





EXPANSION AND CONFLICT 


75 


8-10. The truce established by the Omnibus Bill ended four years later when Stephen Douglas introduced the 

-Bill which brought about the repeal of the_ 

and proposed_for the territories. 

11-14. The success of the Douglas measure resulted in the formation of the_ 

party, a political party of a_nature, with a platform of opposition to the__ 

of_into new_ 

15-17. In its decision of the Dred Scott case the Supreme Court declared 

(1) Dred Scott had no right in court because he was not a_ 

(2) A slave was_, and its owner was entitled, through the Constitution, to its_ 

(3) The Missouri Compromise was_and, therefore,_and_ 

18-21. At Freeport Lincoln asked Douglas whether any_of the United States could take his 

_ into any _ of the United States,_the wishes of those people 

already there. 

22-23. The “Freeport Doctrine” is Douglas’ attempt to reconcile two conflicting points of view; namely, 

(1) 

( 2 ) 

24-28. The objectives of the North were to 

(1) Maintain a_ 

(2) Capture- 

(3) Control the- 

(4) Hold to the Union the- 

(5) Invade as far as possible the- 

29-32. The South was disappointed because the European powers chose to declare their-, 

whereas the North was angry because by that action they recognized the South as a ---- 

The North considered the South to be merely in a state of-The South wished recog¬ 
nition as a separate- 

33. The North’s victory was due largely to its greater- 

c 

Develop in full one or more of the following: 

1. Trace the slavery issue through its social, economic, and political aspects. Why is the Civil 
War said to have been the result of a constitutional difference of opinion rather than an attempt to 
settle any phase of the slavery issue? 

2. Show the significance of northern developments of the decade preceding the war in determin¬ 
ing the outcome. 

3. State the reasons for the South’s belief that it could be successful in its attempt to secede, 
and explain why its expectations were not fulfilled. 

4. Is war the result of specific events in themselves or of attitudes of mind? What is your opinion 
as to whether the American War of Secession could have been avoided? 































UNIT VIII — RECONSTRUCTION 


An Introduction 

The outcome of the Civil War presented the serious problem of how the Southern states were to 
be treated. Unfortunately, the approach to a solution of this problem was complicated by the 
hatreds engendered by four years of conflict and by a serious quarrel between the Executive and 
Congress. Three important amendments to the Constitution sketched in permanent form the major 
outlines of the program that was adopted. By the Thirteenth Amendment, slavery was forbidden; 
by the Fourteenth Amendment, the principle of United States citizenship was definitely established, 
and broad restrictions were placed upon the individual states by the provision that they could not 
interfere with the privileges of citizens of the United States; by the Fifteenth Amendment, the 
states were prohibited from withholding the right to vote on account of race, color, or previous 
condition of servitude. 

The events which accompanied the accomplishment of the congressional program quite natu¬ 
rally caused the Southern states to develop an attitude of resentment toward the Republican party, 
the instrument which imposed intolerable burdens upon the South. 

The congressional program of reconstruction tended to delay the real economic recovery of the 
South during the years when the North and West developed and expanded rapidly. But in time, 
the South, as well as other sections of the country, experienced an economic transformation. Rail¬ 
roads were built rapidly, natural resources were developed, and new industries were established. 
The decades following the war were years of rapid economic change and political adjustment to 
new conditions. The Republican party intrenched itself as the party of victory, of high protection, 
and big business. In the half century following Lincoln’s victory in 1860, Grover Cleveland was the 
only Democrat who succeeded in capturing the presidency (1884 and 1892); yet he stands out as 
the strongest figure in our political history between the presidencies of the immortal Lincoln and 
the strenuous Theodore Roosevelt. 


Textbook References 

Hamm, Bourne, and Benton: 417—447 

Bassett: 594-730; Beard and Beard: 405-138, 450-458; 544-547; Hart: 484-503, 519-537; Hulbert: 375-38 5, 

Elson: 751-861; Fish: 368-434; Fite: 411-422, 432-444, 433-474; Latane: 491-512, 464-581; Muzzey: 402-424, 

453-459, 464-468, 485-490; Forman: 434-464, 472-478, 441-456, 470-502; Wertenbaker and Smith: 414-434, 

488-492, 508-519, 531-534; Guitteau: 474-492, 538-540, 466-469; West: 451-468, 507-520. 


An Outline of the More Important Developments 

I. Relation of the Southern states to the Union 
Theories of reconstruction 

Lincoln’s attitude toward the Southern 
states 

The attitude of Congress 
President Johnson’s program of reconstruc¬ 
tion 

Congressional opposition to presidential re¬ 
construction 

Congressional reconstruction 
The Civil Rights Bill 
The Fourteenth Amendment 
The Military Reconstruction Act 
The Fifteenth Amendment 
Carpetbag and Scalawag Governments 
Southern opposition to reconstruction 

The Ku Klux Klan and the struggle for 
white supremacy 


The “end” of reconstruction 
The “crime” of reconstruction 
The “Solid South” 

II. Economic adjustment North and South 
Effect of the war upon the South 

The break-up of the old plantation system 
Diversified farming 

Industrial transformation of the “New” 
South 

Effect of the war upon the North and West 
Increased use of machinery 
Rapid industrial development 
Settlement of the West 
Railroad expansion 
The decline of the merchant marine 
The growth of a protective tariff system 
The beginnings of corporate development 


76 


RECONSTRUCTION 


77 


III. Politics, 1868-1900 

Republican supremacy 

The Republican party as the party of union 
and victory 

Ulysses S. Grant (1869-1877) 

The “low tone of public morality” 

The demand for reform 

The Hayes-Tilden campaign of 1876 

“Stalwarts” and “Half-breeds” 

Garfield and Arthur 
Civil service reform 
The return of the Democrats to power 
Grover Cleveland 

Required Assignments 


James G. Blaine and the campaign of 1884 
The tariff issue and the campaign of 1888 
Cleveland’s second victory of 1892 
Panic and slow recovery 
Republican ascendancy once more 
Defection in Democratic ranks 
Bryan, McKinley, and free silver in 1896 
Returning prosperity and foreign war 
Imperialism in the campaign of 1900 
The dynamic Roosevelt succeeds McKinley 
at the turn of the century 
The emergence of modern America 


I. The Relation of the Southern States to the Union (Hamm, Bourne, and Benton: 417-425) 

1. Who had the right to determine the relation of the Southern states to the Union — the Presi¬ 
dent or Congress? 


2. (a) What was Lincoln’s theory of the “rebellion”? Was it logically sound? (b) To what 
extent had his plan of reconstruction been carried out at the time of his death? 


3. (a) What program did Johnson carry out during the summer of 1865 when Congress was not 
in session? (b) Was he within his constitutional rights in providing for the “readmission” of 
the Southern states? 


4. (a) How did Congress proceed to upset Johnson’s plans? (b) Enumerate the various reasons 
for congressional opposition to “presidential reconstruction.” 


5. What were the Freedman’s Bureau Bill and the Civil Rights Bill? 


AMERICAN HISTORY 


6. (a) What were the reasons for the proposal of the Fourteenth Amendment? (b) What de¬ 
vices were used to secure its ratification? 


7. (a) In what respect does the first sentence of the Fourteenth Amendment summarize one of 
the most important results of the war? (b) Wherein does the Fourteenth Amendment tend to 
cause an increase in the powers of the federal Supreme Court? (c) Wherein does the Fourteenth 
Amendment impose limitations upon the powers of the states? (d) What features of the Four¬ 
teenth Amendment were intended as punishments for the South? 


8. What were the purposes of the “Tenure of Office Act” and the “Military Reconstruction 
Act”? 


9. (a) Define impeachment, (b) What is the respective jurisdiction of the Senate and the 
House of Representatives in cases of impeachment? (c) Distinguish between the real and the 
alleged reasons for Johnson’s impeachment, (d) The Senate vote was 35 for conviction and 19 for 
acquittal. How, then, do you explain the fact that Johnson was not convicted? 


10. (a) Define “carpetbagger”; “scalawag.” (b) Was it a mistake for Congress to insist 
upon equal civil and political rights for the Negro? (c) What was the Ku Klux Klan? (d) What 
means did the Southern whites use to regain control? 


RECONSTRUCTION 


79 


11. (a) What is the “crime of reconstruction”? (b) Explain what is meant by the statement 
that the policy of Congress delayed the “real” reconstruction of the South for a dozen years 
or more, (c) Wherein is the “Solid South” a result of the Republican program of reconstruc¬ 
tion? Wherein is it a result of Democratic policies prior to the Civil War? 


II. Economic Reconstruction (Hamm, Bourne, and Benton: 426-433) 

1. Why were the effects of the Civil War more disastrous to the South than to the North? 


2. (a) Wnat is meant by the “break-up of the old plantation system”? (b) Why did the war 
and subsequent developments tend to develop diversified ~f arming in the South? (c) Enumerate 
the reasons for the industrial and commercial development of the South in the past half century. 


3. (a) What was the effect of the war upon prices, manufacturing, and western development? 
(b) What were the provisions of the Homestead Act of 1862? (c) How did it affect the settle¬ 

ment of the West? (d) Why did a feverish era of railroad building follow close upon the termina¬ 
tion of the war? 


80 


AMERICAN HISTORY 


4. (a) Why did our merchant marine decline during the war? (b) Why was it not revived in 
the years following the war? (c) Compare the effect of the War of 1812, the Civil War, and the 
World War on our merchant marine. 


5. (a) What was the purpose of the Morrill Tariff Act? (b) Account for the fact that the tariff 
policy established during the war became a “fixed institution.” (c) How did this program 
affect the program and the policies of the Republican party? 


6. (a) What is a corporation? Why did the corporation develop as the typical form of business 
organization? (b) How did the Civil War affect our banking policy? 


III. Politics (1868-1900) (Hamm, Bourne, and Benton: 434-447) 
1. Account for the quarter century of Republican supremacy. 


2. Prepare a list of the outstanding events during the administration of Ulysses S. Grant. 


RECONSTRUCTION 


81 


3. (a) Suggest possible explanations for the widespread political corruption that existed in 
the decade after the Civil War. (b) Explain the “Tweed Ring”; the Credit Mobilier scandal; 
the Whiskey Ring, (c) To what extent was Lowell’s satire of American progress justified? 
(d) Have the evils and practices complained of been eliminated? 


4. What was the program of the Liberal Republicans in 1872? What was the effect of the mid¬ 
term elections of 1874? 


5. (a) What were the issues in the presidential campaign of 1876? (b) Account for the doubtful 
election returns in some states, (c) How was the legality of the doubtful returns finally estab¬ 
lished? (d) Explain, with illustrations, how it is possible for a candidate to be elected President, 
although he has not a majority of the popular vote, (e) Compare the election of 1876 with that 
of 1800 and that of 1824. 


6. (a) Define “Stalwarts,” “Half-breeds,” “Old Guard.” (b) What were the issues in the cam¬ 
paign of 1880? (c) In what respects did Chester Arthur’s career as President contrast with his 

career prior to his accession to the presidency? 


82 


AMERICAN HISTORY 


7. (a) Define “machine politics” and “spoils system.” How are the two related? (b) State 
the reasons for and the provisions of the Pendleton Act. (c) Define “classified civil service.” 


8. (a) Account for the return of the Democrats to power with Cleveland in 1884. (b) Account 
for the defeat of Cleveland in 1888 and his reelection in 1892. (c) Who were the “Mugwumps”? 
(d) Why did Cleveland lose the support of some Democrats and win the support of some 
Republicans? 


9. (a) Justify the statement that the campaign of 1896 turned for the first time since 1860 
upon a real issue of vital importance, (b) What was the main issue in the campaign of 1900? 
(c) Enumerate the outstanding events of McKinley’s administration — 1897-1901. 


Additional Problems 

1. (a) Why is it frequently suggested that one explanation of the attitude of Congress toward 
presidential reconstruction was congressional jealousy of executive power? Compare the com 
flict between Johnson and Congress with that between Jackson and Congress; with that between 
Wilson and Congress, (b) Debate the question as to whether the so-called balance of power 
between Legislature and Executive as exemplified in our history is preferable to the English 
system of legislative supremacy, (c) Make a list of those men whom you consider our ablest 
and strongest Presidents. What have been their relations with Congress? 

2. Account for the fact that the clause in the Fourteenth Amendment, providing for a reduction 
of a state’s representation under certain conditions, has not been enforced. Should this clause 
be repealed? 

3. Outline the details of the operation of the Military Reconstruction Act in one of the Southern 
states. Similarly outline the activities of one of the Negro-controlled legislatures in one of the 
Southern states. 

4. Explain what is meant by the statement that the organization of the Ku Klux Klan, and 
similar organizations, was an extra-legal means to accomplish a desirable end. In what other 


RECONSTRUCTION 83 

periods of our history have the people resorted to extra-legal methods to accomplish their 
purposes? 

5. What new problems have been created by the industrial development of the South? 

6. In what ways does the Fourteenth Amendment summarize the most important political 
results of the Civil War? 

7. Were the important economic changes that developed during and after the war a result 
of the war, or were they the result of forces that would have brought them into being, inde¬ 
pendently of the war? 

8. Cleveland is commonly considered the ablest of our Presidents in the period from 1865 to 
1900. What qualities of character and what policies and events of his two administrations 
seem to justify this verdict? 

(See also Hamm, Bourne, and Benton: 425, 433, 446-447.) 

Items of Interest 

Comment briefly upon the following: 

1. The Black Codes. 

2. Johnson’s removal of Stanton. 

3. “Carpetbaggers.” 

4. The repudiation of the Southern debt. 

5. The political sagacity of President Grant. 

6. Oakes Ames and the “placing of shares of stock where they would do the most good.” 

7. The political career of Horace Greeley. 

8. The “Mulligan Letters” and Blaine’s defense. 

9. The creation of the “Electoral Commission.” 

10. The assassination of Presidents Garfield and McKinley. 

11. “Rum, Romanism, and Rebellion.” 

12. Cleveland’s tariff message in 1887. 

Cooperative Assignments (See Hamm, Bourne, and Benton: 447.) 

1. Dramatize Johnson’s impeachment. 

2. Write a series of contemporary editorials on the Black Codes; the Military Reconstruction 
Act; the Negro governments in the South; the Tenure of Office Act; President Johnson’s ac¬ 
quittal; the Ku Klux Klan; the candidacy of Horace Greeley; the end of military reconstruction; 
Boss Tweed; the election of Hayes; the “new” South; the Homestead Act; Lowell’s Centennial 
Ode; Cleveland’s victory in 1884. 

3. Prepare a chronological chart showing the important steps in the program of reconstruction. 

4. Prepare a chronological chart illustrative of outstanding events in the period 1868-1900. 

5. Develop, with suitable explanatory captions, a cartoon exhibit of the history of reconstruction. 

6. Suggested topics for debate: Grant’s complicity in political scandals; the constitutionality 
of the electoral commission; the soundness of the various provisions of the Fourteenth Amendment; 
the soundness of Cleveland’s position in his tariff message of 1887; the validity of Lincoln’s theory 
of the relation of the seceded states to the Union. 

Suggestions for Collateral Readings 

Political reconstruction: Lincoln’s program; Thaddeus Stevens and the “Radicals”; the Black Codes; the 
rejection of the Johnson program; the Freedman’s Bureau Bill; the Civil Rights Bill; the Fourteenth 
Amendment; Military Reconstruction Act; the impeachment of Johnson; Negro governments in the 
South; Union leagues and the Ku Klux Klan; the “Solid South.” 

Economic adjustment: conditions in the South at the close of the war; the effect of the war on the plantation 
system of the South; the growth of Southern industry; the New South; economic effects of the war in 
the North and West; the decline of the merchant marine; the development of high protectionism. 

Politics, 1868-1900: Grant as a political leader; national political scandals; the political career of Horace 
Greeley; the political ramifications of the Credit Mobilier scandal; the Liberal Republican movement of 
1872; the disputed election of 1876; the political career of Roscoe Conkling; the struggle for civil service 
reform; the assassination of Garfield; Arthur as politician and as President; the campaign of 1884; the 
assassination of McKinley. 

Biographies: Thaddeus Stevens, Horace Greeley, Carl Schurz, James G. Blaine, Roscoe Conkling, Samuel J. 
Tilden, Grover Cleveland. 


84 


AMERICAN HISTORY 


Bibliography (See Hamm, Bourne, and Benton: 425, 433, 447.) 


General Histories 

Beard, C. A.: Contemporary American History 
Beard, C. A. and Beard, M. R.: Rise of American Civiliza¬ 
tion 

Channing, E.: History of the United States 
Hacker, L. M. and Kendrick, B. B.: The United States since 
1865 

Lingley, C.: Since the Civil War 
Muzzey, D. S.: United States of America 
Paxson, F. L.: Recent History of the United States 
Rhodes, J. F.: History of the United States from the Com¬ 
promise of 1850 

Schlesinger, A. M.: Political and Social History of the United 
States, 1829-1925 

Wilson, W.: Division and Reunion 
Special 

From the American Nation Series 

Dewey, D. R.: National Problems, 1885-1897 
Dunning, W. A.: Reconstruction, Political and Economic 
From the Chronicles of America Series 
Fleming, W. L.: Sequel of Appomattox 
Ford, H. J.: The Cleveland Era 
Thompson, H.: The New South 

Miscellaneous 

Beale, H. K.: Critical Years: A Study of Andrew Johnson 
and Reconstruction 
Bowers, C. G.: The Tragic Era 
Burgess, J. W.: Reconstruction and the Constitution 
Cleveland, G.: Presidential Problems 
Coman, K.: Industrial History of the United States 
Faulkner, H. U.: American Economic History 
Fish, C. R.: Civil Service and the Patronage 
Grady, H. W.: The New South 
Haworth, P. L.: The Hayes-Tilden Disputed Election 
Jennings, W. W.: History of Economic Progress in the United 
States 

Lester, J. C. and Wilson, D. L.: The Ku Klux Klan 

Specific References 

Congressional Reconstruction: 

Dunning: Reconstruction, 51-90; 174-190 
Hacker and Kendrick: United States since 1865, 18-27 
Hart: Contemporaries, IV, 471-489 
Wilson: Division and Reunion, 275-293 

The Impeachment of Johnson: 

Hart: Contemporaries, IV, 489-492 
MacDonald: Documentary Source Book, 518-529 
Nevins: American Press Opinion, 312-313 
Wilson: Division and Reunion, 283-285 

Economic Effects of the War upon the South: 

Coman: Industrial History, 307-312 
Muzzey: United States, II, 35-40 
Nevins: Emergence of Modern America, 1-31 
Schlesinger: Rise of the City, 1-23 
Thompson: The New South, 1-106, 191-227 

Economic Effects of the War upon the North: 

Beard and Beard: Rise of American Civilization, II, 105-116 
Coman: Industrial History, 285-306 
Dunning: Reconstruction, 136-150 


Milton, G. F.: Age of Hate 
Mims, E.: The Advancing South 
Nevins, A.: The Emergence of Modern America 
Schlesinger, A. M.: Rise of the City 
Sparks, E. E.: National Development 
Stanwood, E.: History of the Presidency 
Taussig, F. W.: Tariff History of the United States 
Thomas, H. C.: The Return of the Democratic Party to Poioer 
in 188 If. 

Washington, B. T.: Up from Slavery 
Biography 

Blaine, J. G.: Twenty Years of Congress, from Lincoln to 
Garfield 

Eckenrode, J H.: Rutherford B. Hayes 
Fuller, R. H.: Jubilee Jim: The Life of Colonel James 
Fisk, Jr. 

Lynch, D. T.: “Boss” Tweed: The Story of a Grim Generation 
Nevins, A.: Grover Cleveland 
Russell, C. E.: Blaine of Maine 
Schurz, C.: Reminiscences 

Seitz, D. C.: Horace Greeley: Founder of the “New York 
Tribune ” 

Stryker, L. P.: Andrew Johnson, A Study in Courage 
Woodward, W. E.: Meet General Grant 

Source Material 

Fleming, W. L.: Documentary History of Reconstruction 
Hart, A. B.: American History Told by Contemporaries 
MacDonald, W.: Documentary Source Book of American 
History 

Muzzey, D. S.: Readings in American History 
Nevins, A. (ed.): American Press Opinion 

Fiction 

Cable, G. W.: John March, Southerner 
Dixon, T.: Clansman 
Glasgow, E.: The Deliverance 
Johnston, M.: Michael Forth 


Muzzey: United States, II, 22-35; 81-101 
Taussig: Tariff History, 194-229 

Disputed Election of 1876: 

Dunning: Reconstruction, 294-342 
Hart: Contemporaries, IV, 504-508 
MacDonald: Documentary Source Book, 570-573 
Nevins: American Press Opinion, 344-348 

Civil Service Reform: 

Dewey: National Problems, 21-40 
Hacker and Kendrick: United States since 1865, 97-102 
MacDonald: Documentary Source Book, 575-581 
Sparks: National Development, 154-165 

Election of 1884: 

Ford: The Cleveland Era, 40-58 

Hacker and Kendrick: United States since 1865, 80-85 

Hart: Contemporaries, IV, 511-513 

Muzzey: United States, II, 101-107 

Schlesinger: Rise of the City, 390-402 

Sparks: National Development, 327-352 


RECONSTRUCTION 


85 


Review 

A 

Define or briefly explain the following, particularly in relation to the period of reconstruction: 

1. Lincoln’s ten per cent plan, 2. “radicals,” 3. Black Codes, 4. citizen of the United States, 

5. civil rights, 6. three-fifths rule, 7. Fifteenth Amendment, 8. Ku Klux Klan, 9. Solid South, 
10. “new” South, 11. “crime of reconstruction,” 12. “Tweed Ring,” 13. spoils system, 14. Pendleton 
Act, 15. merchant marine, 16. Credit Mobilier , 17. “liberal” Republicans, 18. “ Stalwarts,” 19. “Mug¬ 
wumps,” 20. Electoral Commission, 21. civil service, 22. the “Old Guard,” 23. Tenure of Office 
Act, 24. presidential reconstruction. 


B 

Arrange in chronological order: 

1. Johnson’s impeachment 

2. Adoption of Military Reconstruction Act 

3. The withdrawal of federal troops from the South 

4. The Electoral Commission 

5. Cleveland’s defeat of Blaine 


6. The assassination of Garfield 

7. The Homestead Act 

8. The Pendleton Act 

9. The triumph of McKinley 

10. The presidency of C. A. Arthur 


C 

Briefly indicate the reason why you consider the following true or false: 

1. Lincoln intended to pursue a severe policy toward the seceded states. 

2. The Southern states presented little opposition to the Thirteenth Amendment. 

3. Thaddeus Stevens was the leader of the congressional radicals who sought to punish the 

South. 

4. By the Fourteenth Amendment the Southern states were compelled to give the Negro the 

right to vote. 

5. President Johnson was impeached. 

6. By the term “Solid South” is meant Southern support of the Democratic party. 

7. Cotton never recovered its former position as the most important crop of the South. 

8. The Civil War stimulated the development of the American merchant marine. 

9. The Civil War tended to encourage the resumption of a system of high protection. 

10. Credit Mobilier scandals are associated with the “Tweed Ring” in New York City. 

11. In 1876 for the third time the electoral college failed to elect a President. 

12. “He serves his party best who serves his country best,” is a saying attributed to President 

Hayes. 

13. By the Pendleton Act, Congress specified the federal positions to be filled by civil service 

examination. 

14. In his second campaign for the presidency Cleveland was defeated. 

15. The electoral commission of 1876 arrived at its decision by an impartial consideration of 

the facts. 


D 

Develop in full one of the following: 

1. The title of a book by Claude G. Bowers describing the reconstruction period is The Tragic 

Era. In what respects is this title appropriate or inappropriate? 

2. Compare the results of the War of 1812, the Civil War, and the World War in so far as they 

affected our economic life. 



UNIT IX —CHANGING AMERICA 


An Introduction 

The full meaning of the actions of statesmen and legislatures cannot be grasped without a 
knowledge of the economic environment that envelops them. The practical application of the dis¬ 
coveries of science to the needs of man had reached such a point by the time of the American Civil 
War that a rapid change in the economic structure of American society was the inevitable result. 
The “iron horse” had been invented; new and better power machines were constantly being in¬ 
vented; machinery had even proved a remarkable success on American farms. 

Business geniuses — captains of industry they were called — were quick to secure profits and 
wealth in building railroads and organizing large industrial establishments to utilize the new ma¬ 
chinery to manufacture large quantities of goods for the expanding population of the United States. 
In a comparatively short time, railroads linked together the various sections of the country; the 
prairie West was occupied and settled; new sources of mineral wealth were discovered in the far 
West; and industry began to consume large quantities of coal and steel. Manufacturing began to 
rival agriculture as the dominant economic interest of Americans. The frontier disappeared, and 
the United States began to look abroad for new markets. A labor problem developed, and workers 
organized into unions to prevent ruthless exploitation. 

Such profound changes were not without their effect upon our social and intellectual develop¬ 
ment. They stimulated the rapid growth of cities, and this in turn affected the home, the church, 
and the school — even our recreation and amusements. Not the least important effect of these 
changes was the economic and, ultimately, the political emancipation of women. 

In the twentieth century the changes that began to affect American life so profoundly have not 
abated. They have been intensified. Indeed, in many respects, the tempo of change has quickened; 
so much so, that it is probably not too strong a statement to suggest that the United States of 
Franklin D. Roosevelt differs as much from the America of Theodore Roosevelt as his era differed 
from that of Lincoln. To understand the nature and some of the effects of these changes is a neces¬ 
sary preliminary to the understanding of how men and councils gradually, and somewhat haltingly, 
reacted to the changing economic environment. 

Textbook References 

Hamm , Bourne , and Benton : 448-538 

Bassett: 640-692; Beard and Beard: 439-483, 561-611, 424-432, 456-472, 490-496; Latane: 513-540; Muzzey: 

660-675; Elson: 778-842; Fish: 381-406,421-449; Fite: 424-440, 463-475, 560-571; Wertenbaker and Smith: 438- 
411^431, 535-564; Forman: 436-446, 464-472, 478-490; 476; West: 469-506, 551-622 

Guitteau: 504-537, 653-665; Hart: 503-518; Hulbert: 

An Outline of the More Important Developments 

I. Factors in the economic revolution 
Adequate transportation facilities 
Early methods of transportation 
The railroad network 
Government help for railroads 
Rich natural resources 

The rapid development of the West 
Indian warfare 

Cattle kings and homesteaders 
The disappearance of the frontier 
Agricultural development 

The use of farm machinery and its effects 
Government aid to agriculture 


Changes in the method of handling food 
products 

Finding new markets for agriculture 
Manufacturing progress 

Early industrial development 
Rapid industrialization in the decades fol¬ 
lowing the Civil War 

New inventions as factors in America’s in¬ 
dustrial development 
Standardized mass production 
The effect of the World War on American 
industry 

The business cycle 


86 


CHANGING AMERICA 


87 


The effects of economic change 

The problem of adjustment to new condi¬ 
tions 

Necessity for finding markets 
Investments abroad 

Economic nationalism vs. economic inter¬ 
nationalism 

II. Big business 

The corporation as a form of business organiza¬ 
tion 

The ownership and management of corpora¬ 
tions 

Large vs. small corporations 
The relation of the government to corporate 
enterprise 

Competition vs. monopoly 
The laissez-faire ideal 
The development of the oil trust 
The story of steel 
Types of combinations in industry 
The role of banks in modern industry 
Financing huge enterprises 
The power of credit control 

III. Labor problems 

The rise of the labor movement 
Sources of the labor supply 
The nature of the labor problem 
Labor organizations 
Early labor unions 
The Knights of Labor 
The American Federation of Labor 
Radical labor organizations 
The limited growth of labor unions 
Labor unions and politics 
The aims and problems of organized labor 
Collective bargaining 

Required Assignments 


Industrial warfare 
The weapons of labor 
The weapons of the employer 
The government and labor problems 
Court interpretation of labor laws 
Labor clauses of the Anti-Trust Act 
The courts and the labor injunction 
Present labor problems 

IV. Social and intellectual changes 

The urbanization of American life 
The growth of the city 
The weakness of city government 
Recreation in America 
Professionalized sport 
New forms of entertainment 
The women’s movement 
Economic emancipation 
The suffrage movement 
The demand for full equality 
Humanitarian activity 
The Negro in American life 
Political discrimination 
Economic activities of the Negro 
Social life of the Negro 
Education 

The development of higher education 
Increased enrollment in secondary schools 
Recent educational trends 
Adult education 

The newspaper as a factor in the education 
of Americans 

Literature in changing America 

The growth of an American literature 
Literature as a mirror of economic condi¬ 
tions 

Recent American literature 


I. Factors in the Economic Revolution (Hamm, Bourne, and Benton: 448-475) 

1. (a) State the chief factors which help to explain the rapid industrial development of the 
United States from 1870 to 1900. (b) Why is an adequate transportation system necessary for 

the economic welfare of an industrial nation? 


88 


AMERICAN HISTORY 


2. (a) Review the methods of transportation in use in earlier periods of our history and the 
efforts made to improve conditions, (b) Consult the graph on page 581 in Hamm, Bourne, and 
Benton, and estimate the number of miles of railroad constructed between 1830 and 1860; 
1860 and 1870; 1870 and 1880; 1880 and 1890. (c) Why has there not been any great ex¬ 

tension of railroad mileage since 1910? 


3. (a) How did the federal government help in the development of the railroads? (b) List the 
gradual improvements that were made in railroad service. 


4. (a) Enumerate the conditions that were favorable to the rapid development of the West. 

(b) Why did the occupation of the West involve the United States in warfare with the Indians? 

(c) Compare with conditions in earlier periods of our history, (d) How has the United States 
sought to make amends to the Indians for “A Century of Dishonor”? . 


5. (a) Why did the meat-packing industry grow by leaps and bounds between 1860 and 1900? 
(b) Why was there a conflict between “Cattle King” and “Homesteader”? 


CHANGING AMERICA 


89 


6. (a) Define and explain “disappearance of the frontier”; “era of cheap land.” (Read the 
opening chapters of Edna Ferber’s novel Cimarron.) (b) Wherein did the government land 
policy bring advantages and disadvantages? 


7. (a) Compare farming methods in use a hundred years ago with those in use today, (b) Why 
has farm production tended to increase while there has been a decline in the proportion of the 
total population engaged in farming? (c) How has the development of science and of a govern¬ 
ment policy assisted agriculture? (d) What changes have taken place in the preparation of 
food products for final consumption? 


8. (a) How did the Civil War tend to stimulate American industrial development? (b) What 
factors explain the rapid increase in American manufactures, 1870-1900? (c) What significant 
inventions are an essential part of American industrial progress? (d) Explain what is meant by 
standardized mass production. How does it tend to speed up and cheapen production? (e) How 
did the World War affect American industry? (f) Explain what is meant by “industrial decen¬ 
tralization.” 


9. (a) Explain what is meant by the business cycle, (b) Enumerate the chief characteristics of 
a period of depression and of a period of prosperity. 


90 


AMERICAN HISTORY 


10. What are the chief effects of the economic transformation of the United States? 


II. Big Business (Hamm, Bourne, and Benton: 476-489) 

1. (a) Why did the corporation develop as the chief form of business organization? (b) Define 
stock, bond, dividend, stock exchange, (c) Who owns a corporation? (d) What is meant by 
absentee ownership? (e) Explain “watered stock.” What special problems result from the 
practice of “stock-watering”? (f) How is it possible for those who own a corporation to have 
no control over its management? 


2. (a) Outline the story of the development of the Standard Oil Company, the rise of the Car¬ 
negie Steel Company, and the formation of the United States Steel Corporation, (b) Wherein 
did the growth of these and other corporations involve “business warfare”? 


8. (a) What are the reasons for the growth of large-scale business organizations? (b) Explain 
the nature and purpose of the pooling agreement, the interlocking directorate, the trust, the 
holding company, the merger. 


CHANGING AMERICA 


91 


4. (a) Why is a modern corporation dependent upon adequate and sound banking facilities? 
(b) Why is the control of credit of paramount importance in our modern economic life? 


III. Labor Problems (Hamm, Bourne, and Benton: 490-512) 

1. (a) Why did a labor problem emerge at about the same time as our economic interests 
became more and more industrial? (b) What were the chief sources of labor for manufacturing 
enterprises? (c) Compare the chief problems of the employer and the employee. 


2. (a) Why were the first labor unions local in character? (b) Describe the organization and 
purposes of the Knights of Labor; of the American Federation of Labor, (c) In what respects 
did the two organizations differ from each other? (d) Why have a large number of workers been 
unwilling to join labor unions? 


3. (a) What in general has been the attitude of labor union leaders toward political activity? 
(b) Do you think that it would be wise or unwise for labor leaders to undertake the organization 
of a labor party distinct from the Democratic and Republican parties? 


AMERICAN HISTORY 


4. (a) What are the chief radical labor organizations in the United States? (b) Why, in general, 
has there been a tendency for the American Federation of Labor to be conservative in its program 
and policies? 


5. (a) What have been the chief aims of organized labor? (b) Enumerate five outstanding 
accomplishments of organized labor, (c) Why did the Supreme Court declare federal efforts to 
regulate child labor to be unconstitutional? 


6. (a) Define strike, picketing, boycott, closed shop, open shop, company union, “yellow- 
dog” contract, blacklist, and lockout, (b) Explain what an injunction is. (c) Show by definite 
illustration how the use of the injunction limits the effectiveness of labor-union activities, 
(d) What reasoning was used by the Supreme Court in applying the anti-trust laws to labor 
unions? 


7. (a) Why does the Clayton Anti-Trust Act contain clauses dealing with labor? (b) State 
these “labor” provisions of the law. (c) Show by illustration how the Supreme Court has 
weakened the effectiveness of the labor clauses of the Clayton Act. 


CHANGING AMERICA 


93 


8. (a) Explain the reason for the hostile attitude of labor unions toward the use of the injunc¬ 
tion. (b) On what grounds might the Supreme Court refuse to sustain a law which denied 
completely the right of the courts to issue injunctions in labor disputes? (c) State the provisions 
of the Norris-La Guardia “Anti-Injunction” Bill, (d) What are the present problems of or¬ 
ganized labor? 


IV. Social and Intellectual Changes (Hamm, Bourne, and Benton: 513-538) 

1. (a) What factors explain the rapid growth of American cities? (b) What factors tend to 
explain the “spread” of city influences to rural areas? (c) What important problems confront 
the modern city? 


2. (a) Why has political corruption been more prevalent in city governments? (b) Outline 
the mayor-council type, the commission form, and the city-manager plan of city government. 


3. (a) What are the chief forms of professional sports? (b) How have professional sports 
affected the American attitude toward play? (c) What new forms of entertainment and recrea¬ 
tion have become popular in recent years? 


94 


AMERICAN HISTORY 


4. (a) What factors have brought about the economic emancipation of women? (b) How has 
this tended to affect their legal and political status? (c) State the provisions of the Susan B. 
Anthony Amendment to the federal Constitution (the Nineteenth Amendment), (d) What 
reasons can you urge for or against granting to women full equality with men? (e) What facts 
can you give in support of the opinion that the women’s movement has been of decided value? 


5. (a) Review the purpose of the Thirteenth, Fourteenth, and Fifteenth Amendments. Con¬ 
sidering the Fifteenth Amendment, how might it be possible to restrict the Negro’s political 
rights? (b) What is the Negro population of the country? (c) Why has there been a tendency 
for the Negro to migrate to northern cities? What are the chief occupations of Negroes? (d) What 
progress has been made in the education of the Negro? 


6. (a) What were the provisions of the Morrill Act? (b) State the significant contribution of 
Charles W. Eliot, Daniel C. Gilman, and John Dewey to the cause of education, (c) Why has 
there been a marked increase in school and college attendance in the twentieth century? (d) Give 
reasons as to why the state — society — should tax its citizens to support a program of adult 
education. 


CHANGING AMERICA 


95 


7. (a) Define propaganda. To what extent is it a danger? (b) Define yellow journalism, 
tabloids, “jingo press,” “syndicated” features, (c) Can you discover any evidences in the 
newspaper you read of prejudice, propaganda, unfair statement in the news columns; on the 
editorial page? 


8. (a) To what extent does the literature of the late nineteenth century reveal the new America; 
the literature of the twentieth century reflect important social and economic changes? Illustrate 
from your own reading, (b) What novels have you read which indicate that the writer has 
endeavored to “attack” certain phases of modern American life? 


Additional Problems 

1. Make a list of the various ways in which the disappearance of the frontier has tended to 
influence our social, economic, and political development. 

2. (a) Compare the help extended by the government to the builders of railroads with that 
extended to agricultural interests, (b) Should the federal government have assisted in the 
development of either? (c) To what extent, if at all, should the federal government extend a 
helping hand to any interested groups? (d) Compare with the function and accomplishments 
of the Reconstruction Finance Corporation of 1932. 

3. Prepare a list of significant inventions from 1870 to 1930. Arrange in columns headed: Date, 
Invention, Inventor. Then classify them into special groups, such as those affecting Trans¬ 
portation, Farming, Manufacturing, Improvements in Standard of Living. Also subdivide this 
grouping into Basic Inventions and Supplementary or Auxiliary Inventions. 

4. In what respects, if at all, have the basic economic interests of your community shifted in 
the past fifty or sixty years? (Engage in conversation with some of the older inhabitants, and 
ask them if any important industry has moved to some other center; if some new industries 
have moved in; if the products of near-by farms are substantially the same as twenty-five or 
fifty years ago. Try to discover the reason for any fundamental change. Endeavor to secure 
a series of pictures illustrating different sections of your neighborhood over a period of time. 

5. (a) In parallel columns prepare a contrast of our basic social and economic structure in 1830 

and 1930. (b) Prepare also a list of the heritage of ideals and traditions which have been de¬ 

veloped as a result of the social and economic structure that prevailed in the years before and 
after 1830. (c) Which of these ideals need to be modified to bring about an adequate and in¬ 

telligent understanding of the social and economic structure prevailing in 1930? Give reasons 
for your suggestions, (d) To what extent, if at all, is our heritage of ideals a factor in our ap¬ 
proach to the study of present-day problems? 

6. Formerly the ownership of private property carried with it the responsibility for its use. 
(a) How has the growth of the modern corporation affected this attribute of private property? 


96 


AMERICAN HISTORY 


(b) Does the growth of the modern corporation imply that some of our ideals and concepts 
concerning private property need modification and adjustment? 

7. “More subtle and more powerful than actual bribery is the indirect influence that economic 
power wields over our political leaders.” (a) What evidence is there that the economic interests 
of bankers and big business exert a powerful influence over legislatures and executives? (b) Is 
this influence a menace to the enactment and execution of laws in the interests of the general 
public? Reasons. 

8. What reasons can you suggest for the fact that radical labor unions have failed to achieve 
any marked success in the United States? 

9. It has been said that the Supreme Court is the arbiter of the economic program that legisla¬ 
tures may adopt. What decisions of the Supreme Court in labor cases tend to substantiate this 
point of view? 

10. Interview an ardent unionist and list his reasons for belonging to the union. Discuss the 
same situation with a non-union worker. Compare and weigh the reasons given. Did the men 
you interviewed appear equally well-informed? 

11. Interview an employer of labor who maintains an open shop and one who maintains a closed 
shop. Compare the reasons for their respective attitudes toward unions. 

12. Should the various state governments adopt old-age pensions and unemployment insurance? 

13. What are the chief weaknesses of present labor organizations? Formulate a platform for 
labor unions. 

14. How has the functioning of the National Industrial Recovery Act of 1933 affected labor 
conditions and labor unions in your community; throughout the nation? 

15. (a) What factors have contributed to the increasing urbanization of American life? 
(b) What are the advantages and disadvantages of the tendency? 

16. (a) Why has there been a tendency for various governmental agencies — city, county, state 
— to make provision for recreational activities? (b) Is it the proper function of the state to 
organize “play” facilities for its citizens, old as well as young? (c) To what extent has your 
answer to these questions been influenced by your own interests? 

17. Why is the problem of adult education of greater importance now than it was fifty years ago? 

18. (a) Is the development of standardized patterns of thought a good or bad thing? (b) To 
what extent has your own education been standardized? 

(See also Hamm, Bourne, and Benton: 474-475, 489, 512, 537-538.) 

Items of Interest 

Comment briefly on each of the following: 

1. Improvements in the comforts of railroad travel. 

2. Early mining settlements. 

3. The “Long Trail.” 

4. The early history of the automobile and the airplane. 

5. The career of Henry C. Frick. 

6. The early history of the Knights of Labor. 

7. The Haymarket riot in Chicago. 

8. The I. W. W. and the Trade Union Unity League. 

9. The Homestead strike. 

10. Scientific management and welfare capitalism. 

11. The Danbury Hatters’ case. 

12. The chief economic resources of your state, and its relation to near-by states. 

13. The strength and weaknesses of the government of your own locality. To what extent 

has your community been subject to or free from the conditions described in Hamm, 
Bourne, and Benton, on pages 515-516? 

14. College football. 

15. The radio as a factor in your education. 

16. The work of the Red Cross. 

17. Women in politics and industry. 

18. Methods of discriminating against Negroes. 

19. Factors other than the school which are influencing your emotional and intellectual develop¬ 

ment. 

20. The influence of the use of steel and concrete on modern architecture. 


CHANGING AMERICA 


97 


21. The statement of President Hoover that the “invasion of lawlessness” was “the dominant 

issue before the American people.” 

22. The “muckraking” movement and its value. 

23. The effect of the “ standardization of American life” upon our habits, our art, our literature, 

our architecture. 

24. The Women’s Rights Convention at Seneca Falls, 1848. 


Cooperative Assignments (See Hamm, Bourne, and Benton: 538.) 

1. (a) Select two or three newspapers for study and comparison. Examine their treatment of 
the same news items, of sports, of items of national and international importance. Which gives 
you a better picture of the events described? (b) Do the newspapers examined appeal to a different 
level of intelligence? (c) Are the conclusions you formed from one observation true when extended 
over a period of time? (d) Do the newspapers examined make a conscious effort to influence your 
thinking in their editorial pages or cartoons? Are their points of view on current topics identical? 
(e) Select a list of points of view presented by the newspapers over a period of time, and then en¬ 
deavor to discover by questioning if habitual readers of the paper share the same point of view. 
Are the readers conscious of the probable origin of their point of view? (f) Are the cartoons and 
feature articles in the newspaper “syndicated” or are they independent? List the good and bad 
points involved in the development of syndicated news items, features, and cartoons, (g) After 
an extended examination of the newspapers, how accurately can you predict the point of view of 
each newspaper on some news item of local and current interest? 

2. Use the Statistical Abstract of the United States or the World Almanac or other available 
material, and prepare a series of charts and graphs similar to those in Hamm, Bourne, and Benton, 
on pages 456, 459, 467, 469, or variations of them. By using contrasting colors or solid and dotted 
black lines, it is possible to include several related items on a single chart. The following items will 
suggest others: value of agricultural exports and imports; value of manufactured exports and 
imports; value of farm machinery in use; production per farmer; coal, iron, steel, automobile, 
and cotton-cloth production; number of factory workers; number of women gainfully employed; 
workers listed by occupations; telephones in use; automobiles in use; kilowatt hours of electricity 
produced; increase in the number of cities of 50,000 population; chart of population growth of your 
own city and state, of the population of the United States; increase in school population, elementary, 
secondary, and college; value of motion pictures produced; value of foreign investments; tourist 
travel abroad; independent home owners; independently owned and operated farms; tenant 
farmers; union workers; non-union workers; number of shareholders in two or three large cor¬ 
porations; income groups; federal, state, and city expenditures, total and special, i.e., for education, 
roads, parks, the army, the navy, etc. If two or three students discover sources of information, 
gather statistics, and prepare charts and graphs for two or three of the above items, a large number 
can be prepared in a short time. It will be valuable to have each committee report briefly on the 
special problems and difficulties they encountered, and to assign a special committee to evaluate 
and interpret the complete exhibit. (Caution: too much time should not be spent in the search 
for information concerning items which individually are of little importance.) 

3. Suggested debate topics: closed versus union shops; federal versus state incorporation laws; 
federal versus state control of education; industrial versus trade unionism; independent versus chain 
stores; the desirability of old-age pensions and minimum wage laws; the desirability of political 
activity on the part of labor unions. 


Suggestions for Collateral Readings 

Railroad development: building the Union Pacific; government land grants; the Pullman Company. 

The Prairie West: the Homestead Act; Custer’s last fight; treatment of the Indians; the cattle industry. 

Phases of our agricultural and industrial development: machinery on the farm; the utilization of by-products; 
the invention of the incandescent electric light; the story of the trolley-car; the story of the Model T Pord; 
standardized mass production; American investments abroad. 

Big business: watered stock; the Standard Oil Company; the foundation of the United States Steel Company; 
the laissez-faire ideal; the holding company. 

Labor problems: Terence V. Powderly, Grand Master of the Knights of Labor; the Greenback Labor party; 
the Union Labor party; woman and child labor; minimum wage laws; the Pullman strike; the struggle of 
the labor unions against the injunction. 

Social problems: the government of cities; the granting of franchises; the struggle for woman suffrage; the 
Negro in the North and in the South; philanthropy; racketeering. 


98 


AMERICAN HISTORY 


Intellectual progress: changes in the school curriculum; yellow journalism; the development of the short 
story; popular magazines; Nobel Prize winners; the conquest of illiteracy; the conquest of disease. 
Biographies: John D. Rockefeller, Sr., Andrew Carnegie, Samuel Gompers, J. P. Morgan, Sr., Eugene V. 
Debs, Jane Addams, Thomas A. Edison, Susan B. Anthony. 


Bibliography (See Hamm, Bourne, and Benton: 475, 489, 
General Histories: 

Bassett, J. S.: Expansion and Reform 
Beard, C. A. and Beard, M. R.: Rise of American Civiliza¬ 
tion 

Hacker, L. M. and Kendrick, B. B.: United States since 1865 
Lingley, C.: Since the Civil War 
Muzzey, D. S.: The United States of America 
Paxson, F. L.: Recent History of the United States 
Rhodes, J. F.: History of the United States 
Schlesinger, A. M.: Political and Social History of the United 
States 

Stanwood, E.: History of the Presidency 

Sullivan, M.: Our Times 

Wilson, W.: History of the American People 

Special 

From the American Nation Series 

Dewey, D. R.: National Problems, 1885-1897 
Latane, J. H.: America as a World Power, 1897-1907 
Ogg, F. A.: National Progress, 1907-1917 
Sparks, E. E.: National Development, 1877-1885 
From the Chronicles of America Series 
Buck, S. J.: Agrarian Crusade 
Hendrick, B. J.: Age of Big Business 
Howland, H.: Theodore Roosevelt and His Times 
Moody, J.: Masters of Capital 

-: Railroad Builders 

Orth, S. P.: Armies of Labor 

-: The Boss and the Machine 

Perry, B.: American Spirit, in Literature 
Seymour, C.: Woodrow Wilson and the World War 
Slosson, E. E.: American Spirit in Education 
Thompson, H.: Age of Invention 

Economic and Social 

Adamic, L.: Dynamite: The Story of Class Violence in 
America 

Beard, C. A. and Beard, W.: American Leviathan 
Beard, M. R. Short History of the American Labor Movement 
Berle, A. A. and Means, G. C.: The Modern Corporation and 
Private Property 

Bogart, E. L.: Economic History of the United States 

Brandeis, L. D.: Other People’s Money 

Brigham, A. P.: Geographic Influences in American History 

Callender, G. S.: Economic History of the United States 

Carlton, F. T.: History and Problems of Organized Labor 

Chase, S.: Men and Machines 

Corey, L.: The House of Morgan 

Cubberley, E. P.: Public Education in the United States 
Douglas, P. H. and Director, A.: The Problem of Unem¬ 
ployment 

Faulkner, H. U.: American Economic History 

-: The Quest for Social Justice 

Frankfurter, F. and Greene, W.: The Labor Injunction 
Gompers, S.: Seventy Years of Life and Labor 
Hale, R.: Woman’s Advance in America 
Hamlin, T. F.: The American Spirit in Architecture (Pageant 
of America) 

Hibbard, B. H.: A History of the Public Land Policies 
Hillquit, M.: History of Socialism in the United States 
Humphrey, E. F.: Economic History of the United States 
Keir, M.: March of Commerce (Pageant of America) 


5 12, 538.) 

Kirkland, E. C.: History of American Economic Life 
Laidler, H. W.: Concentration and Control of American 
Industry 

Mather, F. J. and others: American Spirit in Art ( Pageant 
of America) 

Mazur, P. M.: America Looks Abroad 
Nevins, A.: The Emergence of Modern America 
Parrington, V. L.: Main Currents of American Thought 
Pattee, F. L.: American Literature since 1870 

-: The New American Literature, 1890-1930 

Paxson, F. L.: History of the American Frontier 
President’s Conference on Unemployment: Recent Economic 
Changes 

President’s Research Committee on Social Trends: Recent 
Social Trends 

Raushenbush, H. S. and Laidler, H. W.: Power Control 
Ripley, W. Z.: Main Street and Wall Street 
Roosevelt, F. D.: Looking Forward 
Schlesinger, A. M.: The Rise of the City 
Semple, E. C.: American History and Its Geographic Condi¬ 
tions 

Slosson, P. W.: The Great Crusade and After 
Soule, G.: A Planned Society 

Tarbell, I. M.: History of the Standard Oil Company 
Tugwell, R. G.: Industry’s Coming of Age 
Turner, F. J.: The Frontier in American History 
Van Metre, T. W.: Economic History of the United States 

Biography 

Adams, H.: The Education of Henry Adams: An Autobi¬ 
ography 

Addams, J.: Twenty Years at Hull House 
Carnegie, A.: Autobiography 
Gompers, S.: Seventy Years of Life and Labor 
Pyle, J. G.: The Life of James J. Hill 
Steffens, L.: Autobiography of Lincoln Steffens 
Tarbell, I. M.: Life of Elbert H. Gary 
Winkler, J. K.: John D. — A Portrait in Oil 
-: Morgan, the Magnificent 

Source Material 

Ewing, C. A. M. and Dangerfield, R. J.: Documentary 
Source Book in American Government and Politics 
Hart, A. B.: American History told by Contemporaries 
Johnson, A. and Robinson, W. A.: Readings in Recent 
American Constitutional History 
Muzzey, D. S.: Readings in American History 
Nevins, A.: American Press Opinion 

Fiction 

Altsheller, J.: The Last of the Chiefs 

Cather, W.: My Antonia 

Ferber, E.: Cimarron 

Garland, H.: Son of the Middle Border 

Grey, Z.: The Roaring U. P. Trail 

Hall, H. S.: Steel Preferred 

Howells, W. D.: The Rise of Silas Lapham 

Irwin, W.: Youth Rides West 

Quick, H.: One Man’s Life 

Spearman, F. H.: The Mountain Divide 

Wharton, E.: The Age of Innocence 

White, W. A.: A Certain Rich Man 







CHANGING AMERICA 


99 


Specific References 

Railroad Development: 

Faulkner: American Economic History, 587-596 
Hart: Contemporaries, IV, 513-521 

Humphrey: Economic History of the United States, 200-215, 
299-315 

Moody: The Railroad Builders, 1-20 

Paxson: Recent History of the United States, 56-66 

Sparks: National Development, 53-68 

The Prairie West: 

Faulkner: American Economic History, 428-438 
Hacker and Kendrick: United States since 1865, 129-136 
Nevins: Emergence of Modern America, 101-154 
Schlesinger: The Rise of the City, 23-52 

The Standard Oil Company: 

Beard and Beard: Rise of American Civilization, II, 181-191 
Dewey: National Problems, 190-193 
Hacker and Kendrick: United States since 1865, 282-287 
Humphrey: Economic History of the United States, 361-362 
Kirkland: Economic History, 613-658 

Manufacturing : 

Bogart: Economic History, 381-412 
Faulkner: American Economic Life, 487-510 

-: Quest for Social Justice, 26-51 

Hacker and Kendrick: United States since 1865, 183-189, 
614-619 

The Holding Company: 

Berle and Means: The Modern Corporation and Private 
Property, 69-118 

Faulkner: American Economic History, 526-528 
Humphrey: Economic History of the United States, 302-303, 
349-351 

The Knights of Labor: 

Faulkner: American Economic History, 556-560 
Hacker and Kendrick: United States since 1865, 224-230 
Humphrey: Economic History of the United States, 342-345 


Kirkland: American Economic Life, 577-583 
Nevins: Emergence of Modern America, 393-395 

Social Legislation: 

Beard and Beard: American Leviathan, 497-512, 578-614 
Faulkner: Quest for Social Justice, 76-91, 124-129 
Hacker and Kendrick: United States since 1865, 421-427 
Latane: America as a World Power, 307-311 

The Injunction: 

Beard and Beard: American Leviathan, 122-123, 506-510 
Faulkner: American Economic History, 570-574 
Hart: Contemporaries, V, 64-84 
Kirkland: American Economic Life, 592-595 
Paxson: Recent History of the United States, 250-301 

Education: 

Faulkner: Quest for Social Justice, 188-203 
Hart: Contemporaries, V, 588-609 
Recent Social Trends, I, 325-382 
Slosson: The Great Crusade and After, 320-345 

Journalism: 

Faulkner: Quest for Social Justice, 248-260 
Hart: Contemporaries, V, 632-638 
Nevins: Emergence of Modern America, 240-242 
Slosson: The Great Crusade and After, 345-372 

The Emancipation of Women: 

Faulkner: Quest for Social Justice, 153-177 
Hart: Contemporaries, V, 487-506 
Recent Social Trends, I, 709-751 
Schlesinger: The Rise of the City, 120-159 

The Modern City: 

Beard and Beard: Rise of American Civilization, II, 204- 
207, 254-257 

Recent Social Trends, I, 443-497 
Schlesinger: The Rise of the City, 53-120 
Slosson: The Great Crusade and After, 406-410 


Review 

A 

Carefully define and illustrate the following words and phrases: 

1. subsidy, 2. by-products, 3. market, 4. hydroelectric power, 5. standardized production, 
6. increased production per worker, 7. self-contained nation, 8. economic unity, 9. dividend, 10. stock, 
11. bond, 12. stock-watering, 13. laissez-faire, 14. monopoly, 15. merger, 16. holding company, 
17. credit, 18. trade union, 19. collective bargaining, 20. “yellow dog” contract, 21. government 
by injunction, 22. contempt of court, 23. limiting output, 24. urbanization, 25. adult education, 
26. “jingo press,” 27. yellow press, 28. racketeering, 29. “muckrakers,” 30. realism. 

B 

Briefly state why you consider the following statements true or false: 

1. Labor unions have succeeded in securing the enactment of a law which makes it impossible 

to issue injunctions in labor disputes. 

2. The decisions of the Supreme Court have considerably modified the meaning of the labor 

clauses of the Clayton Anti-Trust Act. 

3. The majority of factory workers have never been unionized. 

4. The purchaser of a share of stock is entitled to a fixed interest return on his investment. 

5. By means of watered stock, it is possible for a corporation to conceal its real earnings. 

6. Stockholders are the owners of a corporation. 

7. The control of corporations is frequently in the hands of those who own but a very small 

part of the assets of the corporation. 

8. As the number of American farmers in proportion to the total population has declined, 

there has been a steady decline in the productivity of American farms. 

9. Industrial corporations operate under charters granted by the federal government. 



100 


AMERICAN HISTORY 


10. Various agencies and forces, not within the control of the state, are probably a more power¬ 
ful factor in the educational development of American citizens than are schools and 
colleges. 

C 


Rearrange the order of column 2 so as to bring together in columns 1 and 2 those items closely 
associated with each other. 


1 

1. Steel 

2. Oil 

3. Electricity 

4. Red Cross 

5. Air brake 

6. Wireless 

7. Social work 

8. Education 

9. Standardized mass production 

10. American Federation of Labor 

11. Pullman car strike 

12. Woman suffrage 

13. American dramatist 

14. Tuskegee Institute 

15. Atlantic cable 

16. The airplane 

17. Knights of Labor 

18. Muckraking 

19. Nobel Prize in literature 

20. New York Central 


2 

Jane Addams 
C. W. Eliot 
Henry Ford 
Samuel Gompers 
Eugene V. Debs 
Susan B. Anthony 
Eugene O’Neill 
Cyrus W. Field 
Booker T. Washington 
T. V. Powderly 
S. S. McClure 
Sinclair Lewis 
Wilbur and Orville Wright 
John D. Rockefeller, Sr. 
Andrew Carnegie 
Thomas A. Edison 
Guglielmo Marconi 
Clara Barton 
Cornelius Vanderbilt 
George Westinghouse 


D 


Develop in full one or more of the following: 

1. Make a detailed comparison of the progress in manufacturing and in agriculture in the 

periods 1870 to 1900 and 1900 to 1930. 

2. Discuss fully, using concrete illustrations, whether or not the growth of the corporation 

has tended to create an economic order or state more powerful than the political state. 

3. List, with explanatory comments, the various ways in which the problems of an urban, met¬ 

ropolitan economy are essentially different from those of a local or agricultural economy. 

4. Develop, with concrete illustrations, the proposition that many of our social problems — 

the status of women, the question of child labor, the problems of the Negro, the develop¬ 
ment of racketeering, the problem of adult education, etc. — are to a large extent the 
result of America’s economic transformation. 


UNIT X —DOMESTIC ADJUSTMENT 


An Introduction 

Two factors which more than any other have conditioned America’s adjustment to domestic 
problems are the passing of the frontier and the devotion to the economic principle of laissez-faire. 
Science, machinery, the corporation, and a rapidly increasing population suddenly, and somewhat 
rudely, forced Americans to accommodate themselves to the fact that new conditions demanded 
new adjustments. 

The fact of change, as well as the meaning and drift of change, is not readily apparent to each 
generation. Therefore, Americans in the last quarter of the last century, as well as Americans of 
today, with difficulty and with hesitation groped for a solution to problems created by the corporate 
form of business organization, by the increasing power and importance of railroads, public utilities, 
cities, banking and credit facilities, by the emergence of big business, and by our development as a 
creditor nation and a world power. It is only natural that the principle of freedom of enterprise 
and competition should be tested; for this ideal, summarized by the expression laissez-faire, seemed 
to be part of the very climate and soil of America. 

And so, as the government felt compelled to act in the interests of the common good, it turned 
at first to an effort to compel individuals to compete. But in the face of the gigantic aggregation 
of industrial, railroad, and banking capital, the individual became helpless. In an earlier day, 
competition between individuals who manufactured, farmed, and distributed merchandise in a small 
way may have been helpful, but competition between giants was ruthless; it was disastrous to 
many of the giants and ruinous to millions of small business men. Scientific invention, the wide¬ 
spread use of machinery, and the widening of the market to include the nation and the world as 
well showed the advisability of concentration, planning, and virtual monopoly. Slowly the govern¬ 
ment began to modify its earlier policy and adopted the principle of guidance, control, supervision, 
and even management. The new economic issues disturbed politics, and business leaders by various 
devices sought to obtain executive, legislative, and judicial favors. This in turn raised the very 
serious problem of how the government itself was to remain in the hands of the people. Mean¬ 
time the lure for profit and worldly gain, like the rubbing of Aladdin’s lamp, created a rapidly 
improving standard of living, and seemed to cheapen and deaden our spiritual and cultural life. 

The major issues at stake in the last half century or so have not reached a final solution; but 
the panic years of 1929-1933 and the legislation they invoked seemed clearly to indicate that in¬ 
dividualism had broken down, and that it would be increasingly necessary for the federal and state 
governments to embark upon new ventures and to test new principles that ran contrary to estab¬ 
lished traditions and ideals. 


Textbook References 


Hamm , Bourne , and Benton : 539-695 


Bassett: 693-763; Beard and Beard: 484-505, 544-615, 
651-660; Elson: 843-861, 894-925; Fish: 450-464, 479- 
526; Fite: 432-502, 535-564, 594-604; Forman: 459-520, 
534-573, 597-617; Guitteau: 520-555, 573-599, 653-708; 


Hart: 503-558, 577-618; Hulbert: 463-480, 490-504; 
Latane: 541-617, 680-696; Muzzey: 424-504, 530-539, 
548-606, 677-724; Wertenbaker and Smith: 438-482, 506- 
530, 583-605; West: 469-528, 551-622. 


An Outline of the More Important Developments 

I. The problem of adjustment to the new era 
The purposes of government 
Conflict of economic interests 
Rugged individualism and the theory of 
laissez-faire 

Alliance of business and politics 


The Supreme Court as arbiter of a social 
and economic program 
The Fourteenth Amendment becomes a 
social bulwark 

The doctrine of the police power permits 
certain types of social legislation 


101 


102 


AMERICAN HISTORY 


Political parties 

The Republican party — its policies and 
accomplishments 

The Democratic party — the party of op¬ 
position and limited opportunity 
The function of third parties 
The “issues” as revealed by party plat¬ 
forms 

II. Agrarian discontent 

The farmers’ need for easy credit 
The effect of cheap money on prices 
Bank-note issue and inflation 
Greenbacks and prices 
Effect of declining prices on debtor and 
creditor 

The Panic of 1873 
Agrarian unrest 

The Patrons of Husbandry 

The demand for greenback inflation 

The resumption of specie payments 

The demand for free silver 

The Panic of 1893 

The campaign of 1896 — “ 16 to 1 ” 

The Gold Standard Act of 1900 
The farmer of the 20th century 
Agriculture in the Machine Age 
Cooperative associations 
Price fixing and the problem of the sur¬ 
plus 

The Agricultural Marketing Act of 1929 
and its failure 

The Farm Relief Bill of 1933 

III. Transportation and the government 

Economic principles affecting railroads 
Government aid and private ownership 
The theory of laissez-faire 
The principle of decreasing costs 
The principle of joint costs 
Railroad consolidation 
The practices of railroads 

Discrimination between shippers and 
goods 

Discrimination between places 
Pooling agreements 

Attempts of the Granger Laws to check 
“unfair” practices 
Government regulations 

The Interstate Commerce Act of 1887 
Giant railroad systems 
Edward H. Harriman 
James J. Hill and the Great Northern 
Northern Securities Company 
The strengthening of the Interstate Com¬ 
merce Act by new laws 
Railroads after the war 

Government operation of railroads dur¬ 
ing the war 

The Transportation Act of 1920 
The problem of fixing fair railroad rates 
The O’Fallon decision 
Contemporary transportation problem 


The decline in railroad traffic and revenue 
Competition with other forms of trans¬ 
portation 

The railroads during panic years 
The Emergency Railroad Law of 1933 
The possibility of government ownership 

IV. The government and big business 
Early government regulation 

The Sherman Anti-Trust Law — 1890 
The formation of the United States Steel 
Company 

State regulation of public utilities 
Political corruption 

Big business and “rugged individualism” 
The stand-pat policy 
Roosevelt and the trusts 
The Insurgents 
The “Muckrakers” 

Roosevelt's “trust busting” 

The Supreme Court and the Rule of 
Reason 

Wilson and the trusts 

The Federal Trade Commission Act 
The Clayton Anti-Trust Act 
The working of the anti-trust laws 
Bigger and bigger corporations 
The concentration of industry 
Large-scale business organization 
Criticism of the anti-trust laws 
Conflict of jurisdiction between the nation 
and the states 

The National Industrial Recovery Act of 
1933 and government regulation 
Hydroelectricity and the problem of govern¬ 
ment ownership 

The increasing use of electricity 
Private vs. public ownership 
The Tennessee Valley Power Authority 
Bill — 1933 

Propaganda and economic questions 

V. The government and banking 
The currency problem 

Inflation, deflation, and prices 
Early banking history 
The National Banking Act of 1863 
Desirable characteristics in the currency 
The greenback and free silver campaign 
The “money” panic of 1907 
The Federal Reserve system 
The Federal Reserve Board 
The Federal Reserve Banks 
The Federal Reserve notes 
Strength and weaknesses of the Federal 
Reserve system 

The problem of branch and chain banking 
Banks during the panic 

Speculation and banking practices 
Frozen assets 

The Reconstruction Finance Corporation 
The Glass-Steagall Bill, February, 1932 
The Bank holiday, March, 1933 


DOMESTIC ADJUSTMENT 


103 


Abandonment of the gold standard, April, 
1933 

The Glass-Steagall Bank Bill, June, 1933 
Government guarantee of bank deposits 

VI. Conservation 

Exploitation of natural resources 
The necessity for conservation 
The program of conservation 
Political problems involved 

VII. Immigration 

Causes of immigration 

Contributions of the immigrants to Ameri¬ 
can life 

The “old” and the “new” immigration 
A selective immigration policy 
Immigration restrictions 
The national origins plan 
The exclusion of Asiatics 
Present immigration problems 

VIII. Prohibition 

The temperance movement 
The Eighteenth Amendment 
The Volstead Law and the problem of en¬ 
forcement 


The effect of prohibition on politics 
Modification of the Volstead Law, Febru¬ 
ary, 1933 

The proposal to repeal the Eighteenth 
Amendment 

IX. Politics in the 20th century 
Insurgency 

The administration of Theodore Roosevelt 

Taft and the Progressives 

The campaign of 1912 

The Wilson administration, 1913-1921 

The return to normalcy 

The campaign of 1928 

Hoover and the Panic of 1929 

Roosevelt and the “New Deal” 

X. New agencies of popular control 
The “boss” and the machine 
Invisible government 
Efforts to improve the suffrage 
Efforts to improve the nominating system 
Direct legislation 
The control of campaign funds 
Lobbying 

Economic and group representation 


Required Assignments 

I. The Problem of Adjustment to the New Era (Hamm, Bourne, and Benton: 539-548) 
1. How do the differing economic interests of citizens affect their political activities? 


2. Why are political parties frequently inconsistent in their policies? 


3. 


Why was the period following the Civil War one of political uncertainty and confusion? 


4. (a) Explain what is meant by the theory of laissez-faire, (b) Is the effort to maintain the 
ideal of “rugged individualism” in keeping with the best interests of the individual; the best 
interests of society? 



104 


AMERICAN HISTORY 


5. What influences have tended to make the Supreme Court the final arbiter of social and 
economic policies? 


6. (a) What provisions of the Constitution affected the ability of the government to bring the 
problems created by the economic revolution under control? (b) Explain what is meant by 
the theory of the “police power.” 


7. (a) In two parallel columns make a list of the major principles which the Republican and 
Democratic parties have advocated since 1860. (b) Prepare a table of Presidents since 1860. 

Indicate their political alliances, the years of their administrations, and also the events during 
their administrations which illustrate their adherence to the principles listed. 


8. (a) What is the chief function of “third” parties? (b) Prepare a table of third-party move¬ 
ments since 1860. Indicate the years of their greatest strength, explaining the reasons for this 
increased power, fc) Indicate the principles they have advocated, and show to what extent 
they have been commonly accepted. 


DOMESTIC ADJUSTMENT 


105 


II. The Farm Problem (Hamm, Bourne, and Benton: 549-579) 

1. Why is easy credit of vital importance to the farmer? 


2. Justify the statement that much of the history of the country revolves around attempts to 
meet the needs of the farmer. Give specific illustrations. 


3. (a) Explain how the “value” of money will affect the prices of commodities, 
each of the following affect the value of money: (1) the discovery of gold mines; 
of notes by the government, which were declared to be legal payment for debts; 
lated issuance of notes by banks? 


(b) How would 

(2) the issuance 

(3) the unregu- 


4. (a) Explain what is meant by an inflated note issue, (b) How has the federal government 
attempted to control bank-note issues? 


5. (a) How did the Civil War greenbacks affect prices? (b) How do declining prices affect 
creditor and debtor? 


6. (a) What were the causes of the Panic of 1873? (b) How did the panic affect farmers? 

Discuss the rise and achievements of the Patrons of Husbandry and the Grangers. 


106 


AMERICAN HISTORY 


7. (a) What was the purpose of the greenback movement? (b) When did it flourish? (c) What 
is meant by “resumption of specie” payment? (d) What effect did the resumption of specie 
payment have on the greenback movement? 


8. (a) Define “free coinage of silver,” legal ratio, market ratio, (b) Why did not the owners 
of silver bring silver to the mint to be coined in the period of 1834-1870? (c) What law con¬ 
cerning silver was passed in Congress in 1873? (d) Why did silver-mine owners refer to it as 
the “Cri m e of 1873”? 


9. (a) Why did the agricultural groups support the silver-mine owners’ demand for the “re¬ 
monetization” of silver? (b) State the provisions of the Bland-Allison Act of 1878; of the 
Sherman Silver Purchase Act of 1890. 


10. (a) What were the causes of the Panic of 1893? (b) What measures were taken by Cleve¬ 
land to lessen its evils? (c) Why did Cleveland lose the support of a large section of his own 
party? 


11. (a) Describe the candidates and the issues in the campaign of 1896. (b) What is meant 

by the statement that it closes a period in American history? (c) Why has it been referred to 
as the first really significant presidential campaign since that of 1860? 


DOMESTIC ADJUSTMENT 


107 


12. (a) Why did the free-silver question disappear from politics after the campaign of 1896? 
Why was it revived from 1930 to 1933? (b) Explain the Gold Standard Act of 1900. 


13. How did the World War affect the farmer’s income? 


14. (a) Describe the organization of a farmers’ cooperative association, (b) What are the major 
purposes of a cooperative association? (c) What are the weaknesses of the cooperative 
movement? 


15. (a) Define “farm bloc.” (b) What were the reasons for the organization of the farm bloc 
in the 1920’s? (c) Enumerate the major accomplishments of the farm bloc, (d) What proposals 
were placed before Congress to help the farmer dispose of his surplus? (e) How has the problem 
of farm relief affected politics? 


16. (a) Outline briefly the provisions of the Agricultural Marketing Act of 1929. (b) Account 
for its failure to relieve the distress of the farmer. 


108 


AMERICAN HISTORY 


17. (a) Outline the features of the Farm Relief Bill of 1933. (b) How does the fundamental 

principle of the Farm Bill of 1933 differ from the fundamental principle embodied in the Act of 
1929? (c) To what extent has it been successful? 


III. Transportation and the Government (Hamm, Bourne, and Benton: 580-600) 

1. What is meant by the statement that the railroads are “affected with a public interest”? 


2. (a) How did the theory of laissez-faire influence the attitude of the government toward 
railroads? (b) Explain the principle of decreasing costs and the principle of joint costs, (c) Illus¬ 
trate how these principles influence railroad competition, (d) What motives influenced Vander¬ 
bilt to effect a consolidation of several short lines into the New York Central? 


3. (a) Briefly explain railroad practices which were regarded as monopolistic and unfair, 
(b) What were the so-called Granger Laws? (c) Why did the Supreme Court declare them un¬ 
constitutional? 


4. (a) State the provisions of the Interstate Commerce Act of 1887. (b) Is the law of 1887 in 
keeping with the theory of competition? 


DOMESTIC ADJUSTMENT 


109 


5. (a) Outline the activities of the House of Morgan, Edward H. Harriman, and James J. Hill, 
(b) Were their actions in keeping with or contrary to the letter or spirit of the Interstate Com¬ 
merce Act of 1887? (c) What was the Northern Securities Company? (d) Why did the Supreme 
Court order its dissolution? 


6. (a) State the provisions of the Elkins Act of 1903, the Hepburn Act of 1906, and the Mann- 
Elkins Act of 1910. Show how each of these laws marked a gradual increase in the power of 
the commission. 


7. (a) Explain what is meant by the physical valuation of railroads, (b) What is the relation 
between the valuation of the railroads and the problem of railroad rates? 


8. State the reasons for and the results of government operation of the railroads during the 
World War. 


9. (a) Outline the provisions of the Transportation Act of 1920 (the Esch-Cummins Act), 
(b) What principles did this law establish for the determination of rates; for the consolidation 
of railroads; for the regulation of railway labor disputes? (c) In what respect does the Trans¬ 
portation Act of 1920 apply different principles toward the railroads from those embodied in 
former laws? 


110 


AMERICAN HISTORY 


10. (a) State the facts and principles involved in the O’Fallon rate case, (b) Explain “recap¬ 
ture clause,” “original cost,” “reproduction cost.” (c) Outline the reasoning of the Supreme 
Court in this case. 


11. (a) Outline the provisions of the railroad law of 1933. How do its principles differ 
from those of the Transportation Act of 1920? (b) What has been the outcome of the law? 

(c) What is the probable line of future development of the relations of the government to 
the railroads? 


12. As a summary, prepare a chronological chart which illustrates in brief outline form the 
gradual unfolding of the policy of the government toward transportation problems. 


IV. The Government and Big Business (Hamm, Bourne, and Benton: 601-620) 

1. Why should the government concern itself with the activities of men in the business of pro¬ 
ducing and distributing commodities? 


2. (a) State the reasons for and the provisions of the Sherman Anti-Trust Act of 1890. (b) What 
were the results of the law? (c) Did the law attempt to enforce competition or monopoly? 


DOMESTIC ADJUSTMENT 


111 


3. (a) What is public utility? (b) Why were public-utility companies a source of political 
corruption? (c) How are public-utility companies regulated? (d) What are the defects of such 
regulation? 


4. “Business itself discarded the ideal of free competition long before legislatures reconciled 
themselves to the profound changes that were taking place.” (a) What changes were taking 
place? (b) Why did business discard the ideal of free competition? (c) What did business 
interpret the laissez-faire theory to mean? (d) What is meant by the “stand pat” policy of 
Marcus A. Hanna? (e) Why did big business need political allies? 


5. (a) Who were the “ insurgents”? (b) What was the attitude of R. M. La Follette toward the 
trusts; of President Theodore Roosevelt? (c) What evils were revealed by the “muckrakers”? 
(d) How did the “muckrakers” influence congressional action? 


6. (a) What is meant by “trust busting”? Was it a sound policy? (b) Explain the “rule of 
reason” decision of the Supreme Court, (c) What is judicial legislation? 


112 


AMERICAN HISTORY 


7. (a) What was Woodrow Wilson’s attitude toward trusts? (b) State the purpose and provi¬ 
sions of the Federal Trade Commission Act of 1914; of the Clayton Anti-Trust Act of 1914. 
(c) Wherein were these laws similar to, and wherein were they different from, the Sherman Act 
of 1890? 


8. Justify the statement that “in the last analysis the courts are the final arbiters of economic 
policy.” 


9. (a) Why did the anti-trust laws fail to check the tendency of business organizations to 
merge and consolidate? (b) Give examples of the concentration of industry, (c) What are 
the advantages and disadvantages of large-scale organization of business enterprises? (d) How 
do these advantages and disadvantages affect the ideals of free competition? 


10. How does the growth of corporate industry affect the respective spheres of action of 
nation and states? 


DOMESTIC ADJUSTMENT 


113 


11. (a) Outline the provisions of the National Industrial Recovery Act of June, 1933. Presi¬ 
dent Franklin D. Roosevelt referred to it as one of the most important laws ever passed by 
Congress, (b) How do the principles embodied in this act conform to or depart from the 
principles embodied in the Sherman or Clayton Acts? 


12. (a) What is meant by hydroelectricity? (b) Why does the question of hydroelectric 
power present special problems of government control and regulation? (c) Outline the reasons 
of those who advocate government ownership of power plants and the arguments of those who 
advocate private ownership, (d) State the powers of the Federal Power Commission. 


V. The Government and Banking (Hamm, Bourne, and Benton: 621-635; also review 306-313, 
413-415, 551-553, 557-563) 

1. (a) Define inflation, deflation, (b) Explain how the power to coin money and the power to 
issue notes affect the purchasing power of money — or prices, (c) What clauses of the Con¬ 
stitution suggest that it made an effort to stabilize credit and control inflation? (d) What 
economic groups favored or opposed the first (1791-1811) and the second (1816-1836) 
Bank of the United States? 


114 


AMERICAN HISTORY 


2. (a) Explain what is meant by currency, (b) Explain each of the adjectives commonly 
applied to a good currency system — sound, stable, elastic, (c) What were the good points 
of the national bank note issue; the defects? 


3. (a) What were the causes of the “money” panic of 1907? (b) How did this panic point 

the way to improvements in our banking system? 


4. (a) Describe the organization of the Federal Reserve Board; outline the essential facts 
concerning the ownership and functions of the Federal Reserve Banks, (b) Why are Federal 
Reserve notes said to be elastic? (c) What have been the sources of strength and weakness of 
the Federal Reserve system? (d) Explain what is meant by branch and chain banking. 


5. (a) Why did President Franklin D. Roosevelt declare a national bank holiday on March 5, 
1933? (b) What were the features of the Emergency Banking Act of March 9, 1933? (c) Why 
was President Franklin D. Roosevelt given power to inflate the currency? (d) To what 
extent has he used the power given to him; with what effect? (e) Explain what is meant by 
a managed or controlled inflation of the currency. State the provisions of the Glass-Steagall 
Bank Bill of June, 1933. (f) To what extent does this bill provide for a central banking 

system? 


DOMESTIC ADJUSTMENT 


115 


6. In summary, compare a chronological outline of important lajvs (with dates) that indicate 
the evolution of our banking system. Prepare a brief as to whether the control of banks and 
credit should become a government function. 


VI. Conservation (Hamm, Bourne, and Benton: 636-642) 

1. (a) Why, until comparatively recent times, has America been “lavish of everything — full 
of the sense of spending from an apparently inexhaustible supply”? (b) In what respects 
were Americans “wasteful” of their natural resources? What has been done about it? 


2. (a) Outline the major steps in the conservation program developed by the National 
Conservation Commission, (b) To what extent have they been carried out? 


3. Why have some scandals developed in the execution of a program of conservation? 


4. What were the main features of Mr. Hoover’s conservation program? What features of 
President Franklin D. Roosevelt’s reconstruction program were related to the program of 
conservation? 


116 


AMERICAN HISTORY 


VII. Immigration (Hamm, Bourne, and Benton: 643-653) 

1. (a) What have been the chief causes of immigration? (b) What have been the chief 

causes of opposition to immigration? (c) Distinguish between the “old” and the “new” 
immigration. 


2. (a) Distinguish between “selective” immigration and “restrictive” immigration, (b) What 
classes of people were excluded prior to 1920? 


3. (a) State briefly the restrictive features of the law of 1921 and the law of 1924. (b) What 
apparently was the reason for changing the census year from 1910 to 1890? (c) Explain the 
national origins plan which became effective in July, 1929. (d) What are the present major 

problems connected with immigration? 


4. (a) What is the reason for the Chinese Exclusion Act of 1882? (b) Explain the Gentle¬ 
men’s Agreement with Japan of 1907. (c) Under what circumstances did Congress abrogate 

the Gentlemen’s Agreement in 1924? 


5. What economic conditions explain the reversal in our age-long attitude toward immigra¬ 
tion? 


DOMESTIC ADJUSTMENT 


117 


VIII. Prohibition (Hamm, Bourne, and Benton: 654-661) 

1. (a) Account for the fact that the temperance movement became a prohibition movement, 
(b) What special problems resulted from the existence of the saloon? 


2. (a) Explain what is meant by “pressure politics.” (b) Explain the meanings of the terms 
“local option” and “high license.” 


3. (a) What is meant by “war-time” prohibition? (b) State the provisions of the Eighteenth 
Amendment, (c) Distinguish between the Eighteenth Amendment and the Volstead Law. 


4. (a) Enumerate the various difficulties in the enforcement of prohibition, (b) Why was 
there a tendency for political candidates to avoid the prohibition issue? (c) How did pro¬ 
hibition figure in the campaign of 1928; the campaign of 1932? (d) Account for the appar¬ 
ent change of public opinion. 


5. (a) Why does the proposed amendment to repeal the Eighteenth Amendment provide for 
a ratification by conventions in three-fourths of the states? (b) What is the status of the 
proposed amendment? 


118 


AMERICAN HISTORY 


6. (a) What authority did Congress have to permit the sale of beverages containing 3.2% of 
alcohol? (b) What effect has the panic of 1929 had upon the prohibition amendment? 


IX. Politics in the Twentieth Century (Hamm, Bourne, and Benton: 662-682) 

1. Why is it ordinarily very difficult for a third-party movement to make much headway 
against the two major parties? 


2. (a) What were the chief characteristics of Theodore Roosevelt? (b) Enumerate the out¬ 
standing accomplishments of his administration in domestic politics and in foreign politics. 


3. (a) Why did Theodore Roosevelt refuse renomination in 1908? (b) Who were the candi¬ 
dates and what were the issues in the campaign of 1908? (c) Account for the fact that the 

Republican party in its campaign promised a downward revision of the tariff. 


4. (a) How did the Payne-Aldrich Tariff affect the political fortunes of Mr. Taft? (b) What 
features of the Payne-Aldrich Tariff indicate that Mr. Taft had secured some concessions from 
the “stand-patters”? (c) What “progressive” measures were sponsored by Mr. Taft? 
(d) Enumerate the chief events of his administration. 


DOMESTIC ADJUSTMENT 


119 


5. (a) Explain Theodore Roosevelt’s statement that the nominee of the Republican Convention of 
1912 would be the “beneficiary of a successful fraud.’’ (b) What were the major issues and 
the result of the campaign of 1912? 


6. (a) Enumerate the major accomplishments in domestic politics of 
tration. (b) What were the issues and the result of the campaign of 
of 1920? 


Wilson’s first adminis- 
1916; of the campaign 


7. (a) Why is Harding’s administration referred to as the “return to normalcy’’? (b) What 
were the major accomplishments of the Harding administration? (c) Explain the National 
Budget system, (d) What are some of the weaknesses of the Budget Act of 1921? (e) Ex¬ 

plain the “flexible’’ clause of the Fordney-McCumber Tariff of 1922. 


8. (a) Why refer to the Coolidge administration as an era of good feeling? (b) List the out¬ 
standing events of the Coolidge administration, (c) Who were the candidates and what were 
the issues in the campaigns of 1924 and 1928? (d) What apparently is the reason for the 

break in the vote of the Solid South in the campaign of 1928? 


9. (a) What are the outstanding events and accomplishments of the Hoover administration? 
(b) What were the issues and who were the candidates in the campaign of 1932? 


10. (a) Mr. Franklin D. Roosevelt characterized his program as the “New Deal.’’ Wherein 
does the basic political philosophy of Mr. Roosevelt differ from that of Mr. Hoover? (b) It 
is said that the special session of Congress — March, 1933, to June, 1933 — enacted more 
important legislation in three months’ time than any Congress in our history. List the major 


120 


AMERICAN HISTORY 


laws enacted by this session of Congress, (c) In what respects is this legislation based upon 
new principles and ideals? (d) To what extent has this legislation accomplished its major 
purposes? (e) How does Mr. Franklin D. Roosevelt’s conception of the presidency differ 
from that of Mr. Hoover; of Mr. Wilson? 


X. New Agencies of Political Control (Hamm, Bourne, and Benton: 683-695) 

1. (a) What forces conspire to prevent the actual achievement of the ideal of a government of 
the people, by the people, for the people? (b) Explain what is meant by the “invisible 
government.” (c) Is there an “invisible government” in your city or state? 


2. (a) Enumerate and explain the various ways by which the suffrage has been improved, 
(b) Give arguments for or against the short ballot and the preferential ballot as desirable 
methods of improving the suffrage. 


3. (a) What is the purpose of the initiative; of the referendum? (b) Explain how each 
may be put into operation, (c) Are they in use in your city or state? If so, have they been 
successfully used; if not, would you advocate their adoption? (d) What is the purpose of the 
recall? (e) Explain briefly how it operates. 


DOMESTIC ADJUSTMENT 


121 


4. (a) Why is the matter of campaign expenditures of vital importance in a democracy? 
(b) Why have some people contributed simultaneously to the campaign funds of opposing 
candidates? (c) Should the government of either city, state, or nation finance political cam¬ 
paigns? 


5. (a) What is “lobbying”? Is it in itself wrong? (b) What are some of the real services 
performed by the lobbyist? (c) What are the chief objections to the lobby? (d) How does 
the lobby tend to bring about the representation of economic groups instead of individuals? 
Is this tendency desirable? 


Additional Problems 

1. The basic reasons why the Supreme Court is such a vital factor in the American govern¬ 
mental system are: (a) we have a written Constitution; (b) this written Constitution is 
based upon the idea of a division of power between the executive, legislature, and judiciary. 
Compare the English or French governmental system. Prepare a brief for or against the con¬ 
tinuance of the American system. 

2. Prove by an examination of Supreme Court cases that there gradually took place a re¬ 
versal of the majority of the Supreme Court of such importance that it is justly called a 
“revolution.” 

3. The exercise of “police powers” is a state function. Federal “police power” only exists when 
Congress by pretending to use one of its expressed powers — the power to tax, to regulate 
commerce, to do that which is “necessary and proper” — reaches out to achieve some pur¬ 
pose not within its expressed powers. (Federal “police power,” then, is only justified when 
Congress is apparently exercising one of its expressed powers.) Cite examples of laws of Con¬ 
gress or of decisions of the Supreme Court to uphold this statement of the nature of “state” 
and “federal” police power. 

4. Patronage and the interests of the city and state political machine are often of more 
importance in determining the outcome of national campaigns than fundamental issues. Give 
examples of the working out of this principle by studying the details of one or more presi¬ 
dential campaigns. 

5. Which did more for silver — the Bland-Allison Act of 1878 or the Sherman Silver Purchase 
Act of 1890? 

6. To what extent is the plight of American agriculture due to a complex of forces beyond 
control, such as scientific and technological advance — competition in a world market with 
other fertile agricultural areas — increasing industrialization and urbanization of American 
life? What merit is there in the theory of some that American agriculture is facing a steady 
and permanent decline? (Study pictures and cartoons in Hamm, Bourne, and Benton: 568, 
569, 573, 575, 577.) 

7. How would you defend the railroad practices of pooling, discrimination, and charging more 
for a short than a long haul, against the charge that the railroad operators were selfishly 
interested in exploiting the public? 

8. (a) How is the welfare of the railroads tied up with the welfare of our financial institutions 
— banks, insurance companies, and so on? (b) Has the question of government ownership 
and control of the railroads passed beyond the stage of academic discussion and become an 


122 


AMERICAN HISTORY 


actual necessity? (c) How does this problem affect our older concepts of the functions of 
government? 

9. The Emergency Railroad Bill of 1933 established a new basis of rates: “The Interstate 
Commerce Commission is to give due consideration, among other factors, to the effect of rates 
on the movement of traffic; to the need in the public interest of adequate and efficient rail¬ 
way transportation service at the lowest cost consistent with the furnishing of such service; 
and to the need of revenue sufficient to enable the carriers, under honest, economical, and 
efficient management, to provide such service.” How does this rate-making principle differ 
from that established by the Act of 1920, and the interpretation of that Act by the Supreme 
Court in the OTallon decision of 1929? 

10. Should the Anti-Trust Laws be repealed? If they were repealed, would it be necessary 
or desirable to substitute anything in their place? (Note in this connection the workings of 
the National Industrial Recovery Act of 1933.) 

11. What evidences can you present of the influence of propaganda on the solution of eco¬ 
nomic problems? Supply concrete examples of effective propaganda. 

12. What clauses in the federal Constitution indicate an interest in the maintenance of sound 
and stable currency? 

13. How has the panic of 1929 affected the tendency toward larger and larger concentration 
of capital? 

14. Study in some detail the findings of congressional committees after the panic of 1907, 
and compare with the findings of congressional committees during the panic of 1929. 

15. (a) Should a central unified banking system be established? (b) Should the government 
itself own and operate banks? 

16. The Speakership of the House of Representatives has sometimes been called an office 
second in importance only to that of the presidency. Why? Is the Speakership as powerful 
an office today as it was in Taft’s administration? 

17. What precedents were established by Mr. Hoover and Mr. Franklin D. Roosevelt in the 
period between Mr. Roosevelt’s election to the presidency and his inauguration? Compare 
the events you have listed with conditions in the period between Lincoln’s election and his 
inauguration. 

18. (a) How is it possible for a “political machine” to control the primary as well as the 
“convention”? (b) Do the “political machine” and the political “boss” perform any use¬ 
ful function? 

19. Compare the political changes of Jackson’s period with those inaugurated in the twentieth 
century. Wherein is the principle of the short ballot inconsistent with some of the political 
ideals that were adopted in Jackson’s time? 

20. (a) In public discussions prior to the World Economic Conference of 1933 it was com¬ 
monly said that the basic decision was to be between economic nationalism and economic 
internationalism. Prepare a brief in support or criticism of this interpretation, (b) Owing to 
the refusal of the United States to take part in some agreement to stabilize international 
exchange, the Conference adjourned without achieving marked success. Have subsequent 
events justified the point of view of the United States concerning currency stabilization? 
(c) Did the outcome of the Conference promote economic nationalism or internationalism? 

(See also Hamm, Bourne, and Benton: 548, 578-579, 599-600, 619-620, 634-635, 642, 653, 
661, 681-682, 694-695.) 

Items of Interest 

Comment briefly on each of the following: 

1. Cleveland’s bond deal. 

2. The details of the passage of the Sherman Silver Purchase Act. 

3. The Non-Partisan League. 

4. Vanderbilt’s organization of the New York Central. 

5. The decision of the Supreme Court in the Wabash case. 

6. The Northern Securities case. 

7. Financial manipulation of railroad stocks and bonds. 

8. Political practices of Public Utility Companies. 

9. La Follette and the Wisconsin idea. 

10. The “Muckraking” movement. 

11. The House of Morgan. 


DOMESTIC ADJUSTMENT 


123 


12. The St. Lawrence Seaway project. 

13. The causes of bank failures. 

14. The conquest of disease as a factor in human conservation. 

15. Emigration. 

16. Immigration from the Western Hemisphere. 

17. The methods of the Anti-Saloon League. 

18. Racketeering. 

19. The career of President Theodore Roosevelt before and after his presidency. 

20. “Czar” Cannon. 

21. The Democratic Convention at Baltimore in 1912. 

22. Wilson’s concept of the presidency. 

23. “Pork-barrel” legislation. 

24. Tariff “logrolling.” 

25. Alfred E. Smith and the campaign of 1928. 

26. The Initiative in actual use. 

27. The working of the “New Deal.” 

28. The London Economic Conference, 1933. 

Cooperative Assignments (See Hamm, Bourne, and Benton: 695.) 

1. Use the story of the prohibition movement as a basis for intensive study of the functioning 
of propaganda or public opinion. 

2. Make a detailed study of a current or recent political campaign — city, state, or national. 
Investigate and report on the following: (a) The influence of the “Boss.” (b) Methods of 
nomination and influences controlling the nominations, (c) “Non-regular” parties and candi¬ 
dates. (d) Issues — real and fictitious, (e) Appeals to voters, (f) Campaign expenses and 
sources of campaign funds, (g) Getting out the vote and getting it counted, (h) Popular 
interest. 

3. Prepare large chronological charts for classroom exhibition and review purposes of im¬ 
portant steps in the evolution of our policy toward inflation, the railroads, the banks, big busi¬ 
ness, the farmer, immigration, and prohibition. 

4. Organize the class as a Supreme Court to hear the arguments and to decide on the con¬ 
stitutionality of the National Industrial Recovery Act of 1933; or the repeal of the gold payment 
clause. 

5. Debate the question as to whether the Democratic and Republican parties have outlived 
their usefulness. Are they radically different from each other? Should a third party be formed? 
What should be the program of this third party? What preliminary steps should be taken to 
assure the party of success? 

Suggestions for Collateral Readings 

The Supreme Court: the decision in the Slaughter House cases; the Minnesota rate cases; Lochner vs. the State 
of New York; the Income Tax decision; the “rule of reason”; proposals for limiting the power of the 
Supreme Court. 

The farmer: the Patrons of Husbandry; types of agricultural machinery; the extent of tenant farming; co¬ 
operative associations; farmer support of free silver; Federal Farm Loan Banks; the Agricultural Adjust¬ 
ment Act of 1933. 

Railroads: Vanderbilt and the New York Central; the long- and short-haul practice; the financial manipula¬ 
tion of the Erie Railroad; the Plumb plan; railroad and water competition; the settlement of railroad labor 
disputes; the problems of rates; the problem of railroad consolidation; the work of the railroad coordinator 
under the Railroad Bill of 1933. 

Big business: the agitation for an anti-trust law; the formation of the United States Steel Corporation; the 
political activities of big business; Woodrow Wilson’s “New Freedom”; the work of the Federal Trade 
Commission; the opposition to the anti-trust laws; the National Industrial Recovery Act of 1933; the 
establishment of industrial “codes” of fair competition. 

Banking: banking and currency problems prior to the adoption of the Constitution; the development of the 
ideal of local control of credit facilities; the political activities of the second Bank of the United States; 
state banking; the inelasticity of national bank notes; centralization of banking deposits; the use of bank 
deposits for stock market speculation; the growth of a money trust; bank mergers; security affiliates; 
investment banking; the investigation of the House of Morgan, 1933; the bank holiday, March, 1933; 
currency inflation, 1933; branch banking; the English and American banking systems; the stabilization of 
international exchange; “going off” the gold standard. 


124 


AMERICAN HISTORY 


Conservation: the work of Gifford Pinchot; reclaimed land; the United States Forest Service; flood control; 
the Ballinger controversy; the Teapot Dome scandal; conserving and prolonging human life. 

Immigration: nativistic movements in American history; contract labor; the problem of assimilation; political 
manipulation of the “foreign” vote; California land laws; the Gentlemen’s Agreement, 1907; the effect of 
restrictive immigration on population growth. 

Prohibition: the work of Frances E. Willard; early experiments with liquor control; the Jones Act; foreign 
problems created by prohibition; the Anti-Saloon League; the Wickersham Committee; prohibition planks 
in party platforms; the progress of the proposal to repeal the Eighteenth Amendment. 

Politics: the early career of Theodore Roosevelt; Theodore Roosevelt as winner of the Nobel Peace Prize; 
the Speakership of the House of Representatives; the career of Robert M. La Follette; the “Old Guard”; 
the Progressive campaign of 1912; Wilson’s first administration; the nomination of Warren G. Harding 
in 1920; the effect of panics on politics; the preferential ballot; municipal politics; the distribution of federal 
patronage; the “break-up” of the Solid South; the administration of justice. 

Biographies: Marcus Alonzo Hanna, Edward H. Harriman, J. P. Morgan, James J. Hill, Elbert H. Gary, 
Robert M. La Follette, Nelson W. Aldrich, Herbert Hoover, William Howard Taft, Louis D. Brandeis, 
Charles Evans Hughes, Justice Holmes, George Norris, Albert J. Beveridge. 


Bibliography (See Hamm, Bourne, and Benton: 548, 579, 600, 620, 635, 642, 653, 661, 682, 695.) 


General Histories 

Beard, C. A. and Beard, M. R.: The Rise of American Civili¬ 
zation, II 

Bogart, E. L.: An Economic History of the United States 
Callender, G. S.: Economic History of the United States 
Dewey, D. R.: Financial History of the United States 
Hacker, L. M. and Kendrick, B. B.: United States since 1865 
Humphrey; E. F.: Economic History of the United States 
Jennings, W. W.: History of Economic Progress in the United 
States 

Lippincott, I.: Economic Development of the United States 
Malin, J. C.: United States after the World War 
Muzzey, D. S.: History of the United States 
Paxson, F. L.: Recent History of the United States 
Peck, H. T.: Twenty Years of the Republic 
Sullivan, M.: Our Times: The United States, 1900-1925 

Special 

From the American Nation Series 

Dewey, D. R.: National Problems, 1885-1897 
Dunning, W. A.: Reconstruction, Political and Economic 
1865-1877 

Latane, J. H.: America as a World Power, 1907-1917 
Ogg, F. A.: National Progress, 1907-1917 
Sparks, E. E.: National Development 
From the Chronicles of America Series 
Buck, S. J.: Agrarian Crusade 
Hendrick, B. J.: Age of Big Business 
Howland, H.: Theodore Roosevelt and His Times 
Moody, J.: Masters of Capital 
Orth, S. P.: Our Foreigners 

-: The Boss and the Machine 

Seymour, C.: Woodrow Wilson and the World War 

Domestic Problems 

Abbott, E.: Historical Aspects of the Immigration Problems 
Barrett, D. C.: Greenbacks and the Resumption of Specie 
Payment, 1862-1879 

Beard, C. A. and W.: The American Leviathan 
Berle, A. A. and Means, G. C.: The Modern Corporation and 
Private Property 

Buck, S. J.: The Granger Movement 

Carver, T. N.: Present Economic Revolution in the United 
States 

Chase, S. : Men and Machines 

Commons, J. R.: Legal Foundations of Capitalism 

Cunningham, W. S.: American Railroads 


Dale, E. E.: The Range Cattle Industry 
De Witt, B. P.: The Progressive Movement 
Donham, W. B.: Business Adrift 

Fairchild, H. P.: Immigration; A World Movement and Its 
American Significance 

Faulkner, H. U.: The Quest for Social Justice 
Felter, F. A.: Masquerade of Monopoly 
Gee, W. P.: Place of Agriculture in American Life 
Glass, C.: An Adventure in Constructive Finance 
Haines, C. G.: The American Doctrine of Judicial Supremacy 
Haynes, F. E.: Social Politics in the United States; Third- 
Party Movements since the Civil War 
Hibbard, B. H.: History of Public Land Policies 
Hicks, J. D.: The Populist Revolt 

Johnson, E. R. and Van Metre, T. W.: Principles of Rail¬ 
way Transportation 

Jones, R. L.: The Eighteenth Amendment and Our Foreign 
Relations 

Kemmerer, E. W.: The A B C of the Federal Reserve System 
Kent, F. R.: The Great Game of Politics 
Kirkland, E. C.: History of American Economic Life 
Krout, J. A.: Origins of Prohibition 
Laidler, H. W.: Concentration in American Industry 
McLaughlin, A. C.: The Foundations of American Constitu¬ 
tionalism 

Merriam, C. E.: American Political Ideas 
Odegard, P.: Pressure Politics: The Story of the Anti- 
Saloon League 

Osgood, E. S.: The Day of the Cattlemen 
Pinchot, G.: Fight for Conservation 

President’s Conference on Unemployment: Recent Economic 
Changes 

Raushenbush, H. S. and Laidler, H. W.: Power Control 
Ripley, W. Z.: Main Street and Wall Street 
Roosevelt, F. D.: Looking Forward 
Slosson, P. W.: The Great Crusade and After 
Smith, A. E.: Progressive Democracy 
Soule, G.: A Planned Society 
Stanwood, E.: History of the Presidency 
Stephenson, G. M.: History of American Immigration 
Tarbell, I. M.: History of the Standard Oil Company 
Taussig, F. W.: Tariff History of the United States 
Tugwell, R. G.: The Industrial Discipline 
Usher, E. B : The Greenback Movement of 1875-188^ 
Warshow, H. T.: Representative Industries in the United 
States 

Wilson, W.: The New Freedom 



DOMESTIC ADJUSTMENT 


125 


Biography 

Anonymous: Mirrors of 1932 
Baker, R. S.: Life and Letters of Woodrow Wilson 
Clark, C.: My Quarter Century of American Politics 
Coolidge, C.: Autobiography 
Corey, L.: The House of Morgan 
Croly, H.: Marcus Alonzo Hanna 
Kohlsaat, A. II.: From McKinley to Harding 
La Follette, R. M.: La Follette’s Autobiography 
McElroy, R. M.: Grover Cleveland 
Nevins, A.: Grover Cleveland 
Pringle, IL F.: Theodore Roosevelt 
Roosevelt, T.: Autobiography 
Steffens, L.: Autobiography of Lincoln Steffens 
Stephenson, N. W.: Nelson W. Aldrich: A Leader in Ameri¬ 
can Politics 

Source Material 

Beard, C. A.: Readings in American Government and Politics 
Ewing, C. A. M. and Dangerfield, R. J.: Documentary 
Source Book in American Government and Politics 

Specific References 

The Supreme Court: 

Beard and Beard: American Leviathan, 109-144 

-: Rise of American Civilization, II, 111-114, 341- 

343, 587-588 

Ewing and Dangerfield: Source Book in Government and 
Politics, 557-599 

Hart: Contemporaries, V, 426-439 

The Farmer and His Government: 

Hart: Contemporaries, V, 317-327, 335-347 
Humphrey: Economic History, 236-253, 545-554 
Malin: United States after the World War, 227-248 
Nevins: Emergence of Modern America, 154-178 

Regulating Big Business: 

Hacker and Kendrick: United States since 1865, 278-290, 
398-403, 465-471, 582-587, 614-619, 626-632, 727-737 
Hart: Contemporaries, V, 356-365, 473-477, 662-667 
Humphrey: Economic History, 360-371, 425-443, 475-484 
Malin: United States after the World War, 211-221 
Ogg: National Progress, 58-76 

Controlling Transportation: 

Dewey: National Problems, 91-112 

Hacker and Kendrick: United States since 1865, 262-278, 
406-409, 573-577 

Hart: Contemporaries, V, 347-356, 369-374 
Humphrey: Economic History, 349-360, 502-510 
Malin: United States after the World War, 127-138 

Money, Credit, and Banks 

Dewey: National Problems, 220-238, 252-277, 314-329 
Hacker and Kendrick: United States since 1865, 202-207, 
403-409, 461-465 

Review 


Hart, A. B.: American History Told by Contemporaries 
Johnson, A. and Robinson, W. R.: Readings in Recent 
American Constitutional History 
MacDonald, W.: Documentary Source Book of American 
History 

Muzzey, D. S.: Readings in American History 
Nevins, A.: American Press Opinion 

Fiction 

Adams, H.: Democracy 

Bellamy, E.: Looking Backward 

Burnett, F. H.: Through One Administration 

Churchill, W.: Mr. Crewe’s Career 

Lewis, S.: Main Street 

Norris, F.: The Octopus 

Poole, E.: The Harbor 

Zangwill, I.: The Melting Pot 


Hart: Contemporaries, V, 286-307 

Humphrey: Economic History, 408-419, 450-456, 536-544 
Ogg: National Progress, 19-26, 227-232 

Conservation: 

Hart: Contemporaries, V, 307-317 
Humphrey: Economic History, 436-439 
Malin: United States after the World War, 249-266 
Ogg: National Progress, 96-116 

Immigration: 

Hacker and Kendrick: United States since 1865, 661-668 
Hart: Contemporaries, V, 64-84 
Humphrey: Economic History, 405-406, 519-520 
Latane: America as a World Power, 285-303 

Prohibition: 

Hacker and Kendrick: United States since 1865, 654-661 
Hart: Contemporaries, V, 448-456 
Malin: United States after the World War, 270-275 
Slosson: The Great Crusade and After, 105-130 

Political Parties : 

Dewey: National Problems, 127-146, 238-252 
Ewing and Dangerfield: Source Book, 127-166, 611-630 
Malin: United States after the World War, 509-529 
Ogg: National Progress, 167-209, 364-383 
Sparks: National Development, 327-352 

Political Reform : 

Ewing and Dangerfield: Source Book, 631-641 
Hacker and Kendrick: United States since 1865, 413-421 
Hart: Contemporaries, V, 396-426 
Ogg: National Progress, 131-167 


A 

Define or briefly explain the following words and phrases: 

1. Due process clause, 2. police power, 3. ordered liberty, 4. cheap money, 5. state banks, 
6. note issue, 7. greenbacks, 8. Granger laws, 9. crime of 1873, 10. sixteen to one, 11. full dinner 
pail, 12. farm bloc, 13. principle of decreasing costs, 14. principle of joint costs, 15. rebates, 
16. pooling, 17. Reconstruction Finance Corporation, 18. public utility, 19. “stand-patter,” 
20. “muckraking,” 21. “rule of reason,” 22. holding company, 23. Muscle Shoals, 24. credit econ¬ 
omy, 25. inelastic note issue, 26. rediscounting, 27. open market transactions, 28. eligible for 
rediscount, 29. controlled inflation, 30. selective immigration, 31. restrictive immigration, 
32. quota, 33. “Nordic myth,” 34. Gentlemen’s Agreement, 35. pressure politics, 36. local option. 



126 


AMERICAN HISTORY 


37. insurgents, 38. “steam roller,” 39. National Budget, 40. flexible tariff clause, 41. “Grundy” 
tariff, 42. invisible government, 43. Australian ballot, 44. Corrupt Practices Act, 45. direct 
primary, 46. presidential “primary,” 47. referendum, 48. initiative, 49. the “Third House,” 
50. economic representation. 

B 

In each of the following select the most satisfactory interpretation: 

1. The Clayton Anti-Trust Act: (a) provided for the action of a Federal Trade Commission; 
(b) declared all trusts in restraint of trade illegal; (c) made more definite the practices of trusts 
which would be considered illegal; (d) repealed the Sherman Anti-Trust Law of 1890. 

2. The Emergency Railroad Bill of 1933: (a) provided for the repeal of the “recapture” 
clause of the Act of 1920; (b) provided for government ownership of the railroads; (c) abolished 
the Interstate Commerce Commission; (d) grouped the railroads of the country into two large 
systems. 

3. The Gentlemen’s Agreement of 1907: (a) was a treaty between the United States and Japan; 
(b) was a promise by Japan to prevent her citizens from migrating to the United States; (c) was 
a promise by the governor of California not to discriminate against Japanese citizens; (d) was a 
resolution by the Congress not to exclude Japanese citizens. 

4. The Eighteenth Amendment: (a) provided for the popular election of senators; (b) de¬ 
clared a beverage containing one half of one per cent of alcohol to be intoxicating; (c) forbade 
the sale and manufacture of intoxicating beverages; (d) provided for the repeal of the Prohibition 
Amendment. 

5. “Sixteen to one” means: (a) that the government would coin sixteen times as much silver 
as gold; (b) that both silver and gold should be coined freely at the legal ratio of sixteen ounces 
of silver for one ounce of gold; (c) that the government should purchase sixteen million ounces of 
silver each year for purposes of coinage; (d) that the legal or mint ratio for silver should be 
sixteen times the market ratio. 

6. The Supreme Court has tended to become the final judge of the wisdom of the social 
and economic laws passed by Congress: (a) because that policy is in keeping with the laissez-faire 
ideal; (b) because the Constitution gives it the power to decide,the constitutionality of the laws 
of Congress; (c) because Congress is not fit to determine the kind of laws that are suitable to 
changed conditions; (d) because certain clauses in the Constitution and certain principles of law 
which have been long in developing are uncertain in their meaning and application. 

7. The cause in the decline of farm prices in the second decade of the twentieth century is: 
(a) the use of farm machinery; (b) the surplus production of American farms; (c) the compara¬ 
tive decline in the number of farmers and agricultural workers; (d) the wages paid to American 
industrial workers makes it impossible for them to pay the farmer a fair price for his product. 

C 

Arrange the following items in chronological order: 

1. The Sherman Anti-Trust Act 

2. The Interstate Commerce Commission Act 

3. The National Origins Plan of Immigration Restriction 

4. The adoption of the Eighteenth Amendment 

5. The Agricultural Marketing Act 

D 

Develop in full one or more of the following: 

1. “ Laissez-faire is no longer a practical working ideal.” Explain what is meant by laissez- 
faire. Show by definite illustration or example that there have been definite attempts on the part 
of the American government to make laissez-faire a practical working ideal, and also show by 
definite illustration that there are evidences that the American government seems willing to reverse 
its former policy. 

2. Economic interests loom large in the determination of our domestic policies. Show by 
definite example that powerful economic interests have considerable influence in the shaping of an 
executive or legislative program. 

3. Prepare an essay developing the idea that the National Industrial Recovery Act of 1933 is 
(or is not) a logical outcome of economic progress and governmental policies of the last fifty 
years. 


6. The Federal Trade Commission 

7. The “ Rule of Reason ” 

8. The Federal Reserve System 

9. The election of Woodrow Wilson 
10. The Payne-Aldrich Tariff 


UNIT XI —OUR FOREIGN POLICY 


An Introduction 

Whether the United States can be said to have had throughout its history a definite foreign policy 
has been questioned. Although its traditional isolation — namely, the refusal to be bound by specific 
treaties of political alliance — may be termed a negative rather than a positive policy, it is quite 
essential that its position in the matter be interpreted correctly. When President Washington 
in his Farewell Address advised the American people as to their future European relations, he 
expressly differentiated between commercial and political connections and between matters of 
interest to us and those primarily of European concern. It was in no sense an isolation of our 
interests but of our position in regard to matters which did not concern us. 

A careful study of the Monroe Doctrine will reveal recognition of that same principle. It does 
not state, that we shall refuse to take part in any European wars; rather, that we shall refuse to 
participate in wars which are no concern of ours. 

This doctrine of political isolation, considered essential to the growth of a state built upon an 
entirely different conception of government from that which prevailed in Europe, was accompanied, 
naturally, by a continued insistence upon United States neutrality in any conflict of a purely 
European nature. That such neutrality was not to be maintained at a sacrifice of American interests 
is shown by the country’s participation in the War of 1812 and in the World War. 

It is interesting to note that negative as its position may have been regarding affairs purely 
European, the United States foreign policy has grown increasingly positive in regard to interests 
in the Western Hemisphere and in the Pacific. The doctrine of Pan-Americanism, implied in the 
Monroe Doctrine and feebly asserted in the attempted Pan-American Congress of 1826, has even¬ 
tually found definite expression in recent conferences and in the Pan-American Union. A proper 
conception on the part of every citizen of the United States of what constitutes true Pan-Americanism 
is most essential to the future well-being of the western world, for upon the relationship existing 
between North, Central, and South Americans will depend, to a considerable degree, the relations 
of all of them to the rest of the world. 

Neither the Spanish-American War nor the World War made the United States a world power 
or originated a more positive foreign policy. The country had been continuously concerned with 
foreign problems from its earliest days, and, previous to the Spanish-American War, had already 
begun, largely through the pressure of economic interests, expansion into the Pacific and Caribbean 
areas. The insular acquisitions following the Spanish War did bring upon the United States the 
charge of having become an imperialistic nation, and the demand for protection of trade and in¬ 
vested capital, followed by the establishment of protectorates throughout the Caribbean, did cause 
the charge to be defined more closely as “economic imperialism.” The World War and its numerous 
postwar problems seem to have proved definitely the impossibility of an appreciable isolation. 
Whatever the United States foreign policy may have been, two matters are now vital — the speedy 
establishment and continued growth of friendly relations with our neighbors to the south, and a 
comprehension by our own people and by the rest of the world of the part we desire to play, either 
alone or cooperatively, in the growing problem of the Pacific. Whether established principles and 
policies can continue to prevail, or whether new problems will demand new solutions, remains 
to be seen. 


Textbook References 


Bassett: 274, 374-377, 383, 764-828, 863-907, 917-931; 
Beard and Beard: 208,242-244,506-544,612-651; Elson: 
449, 457, 743, 862-868, 873-893, 911-918, 926-959; Fish: 
212-215, 350-360, 468-478, 527-551; Fite: 202,256-258, 
444, 503-534, 565-594; Forman: 207, 257-261, 521-533, 
574-606; Guitteau: 208, 281, 300, 492-503, 556-572, 576- 


696-826 

580, 600-652, 686-691, 695-701, 708-714; Hart: 283-293, 
529, 559-576, 598-665; Hulbert: 480-490, 504-560; La- 
tane: 244,305-306,487,618-679,697-774; Muzzey: 244- 
247, 395-399, 491-493, 536, 539-548, 593, 603-730; Wer- 
tenbaker and Smith: 201-208, 279-289, 482-506, 530-583; 
West: 303-306, 462-464, 529-550, 623-684. 


Hamm , Bourne , and Benton : 


128 


AMERICAN HISTORY 


An Outline of the More Important Developments 

I. Isolation 

The meaning of the policy of isolation 
The development of the policy of isolation 
Foreign affairs during Washington’s ad¬ 
ministration 

Washington’s Proclamation of Neutrality 
Washington’s Farewell Address 
The purchase of Louisiana 
The Monroe Doctrine 

The relation of our conquest of a continent 
to our foreign policy 
The weakening of the policy of isolation 
Footholds in far places 
Caribbean and Pan-American opportuni¬ 
ties 

Economic development and its influence 
on our policy of isolation 
Participation in the World War 
The program and ideals of Franklin D. 
Roosevelt 

II. The Spanish-American War 

The proximity of Cuba to the United 
States 

Relations of the United States with Spain 
Our century-old interest in Cuba 
Conditions in Cuba under Spanish rule 
Reasons for American intervention 
The influence of the “jingo press” 

The influence of economic interests 
“Remember the Maine ” 

The “Teller Resolution” — a self-denying 
ordinance 

The events of the War 
Dewey in the Philippines 
The battle of Santiago 
The conquest of tropical disease 
The terms of the treaty of peace 
The significance of the treaty in the de¬ 
velopment of American foreign policies 

HI. Imperialism 

The problem of imperialism 

The outcome of the Spanish-American 
War presents a new issue in colonial 
administration 

The attitude of political parties in the 
campaign of 1900 

Constitutional aspects of colonial control 
The working out of the problem in the Carib¬ 
bean 

The Platt Amendment brings Cuba under 
our tutelage 

American intervention in Cuba 
Political and economic progress of Cuba 
The government of Porto Rico 
The influence of economic interests 
The working out of the problem in the Pacific 
The government of Hawaii 
The suppression of civil war in the Philip¬ 
pines 


Civil government replaces military control 
The government of the Philippines under 
the Jones Act, 1916 
The agitation for independence 
The terms and results of the Hawes Bill 
of 1933 

Influence of economic interests on the 
question of independence 
The policies and the problems in the Far 
East 

European interests in China in the 19th 
century 

Secretary of State Hay champions the 
policy of the “open door” 

The Boxer uprising, the returned indem¬ 
nity, and Chinese good will 
Roosevelt and the Russo-Japanese War 
The “modernization” of Japan and the 
outcome of the World War create 
special problems in the Far East 
The Washington Conference formulates 
important treaties concerning the Far 
East 

The Manchurian crisis presents special 
problems to the League and to the 
United States 

The Stimson policy of non-recognition 
The importance and influence of American 
economic interests in the Pacific 

IV. The Panama Canal 

The interest of the United States in an isth¬ 
mian canal 

The Clayton-Bulwer Treaty, 1850 
The work of the French Company 
The Hay-Pauncefote Treaty 
The construction of the canal 
The choice of the Panama route 
Negotiations with Colombia 
American interest in the revolt of Panama 
from Colombia 

The Hay-Bunau-Varilla Treaty 
The work of Colonel Goethals 
The Panama Canal Zone 
The relation of the canal to American diplo¬ 
macy 

The Panama tolls question 
The payment to Colombia 
The canal as an extension of the American 
coast line 

The purchase of the Virgin Islands 
The control of alternative canal routes 

V. Our Caribbean Sea Policy 
Economic imperialism 

The search for markets, raw materials, 
and the safe investment of capital 
“Concessions” and “spheres of influence” 
Military intervention and political con¬ 
trol 

“Stretching” the Monroe Doctrine 


OUR FOREIGN POLICY 


129 


The United States and Venezuela 

The Venezuela boundary dispute with 
England, 1895 

Cleveland insists on arbitration 
Secretary Olney’s vigorous interpretation 
of the Monroe Doctrine 
Roosevelt checks the forcible collection of 
debts in Venezuela, 1902 
The Drago Doctrine as a reflection of 
South American attitude 
Santo Domingo and Haiti as protectorates 
of the United States 

The United States takes charge of the 
Custom House in Santo Domingo 
Santo Domingo gradually becomes an 
American protectorate 
American marines intervene in Haiti, 1915 
The Haitians agree to a constitution satis¬ 
factory to the United States 
The Forbes report and the outcome 
The United States and Nicaragua 

The landing of marines in Nicaragua in 
1912 

The Bryan-Chamorro Treaty 
American control of Nicaraguan elec¬ 
tions 

The United States withdraws the marines, 
1933 

The United States and Mexico 

The “reign” of Porfirio Diaz ends in 
revolution 

Wilson’s policy of “watchful waiting” 
The ABC Conference 
The punitive expedition into Mexico 
Peace is finally restored in Mexico 
Adjustment of differences with Mexico 
over land laws 

“Southward the course of empire takes its 
way” 

Extent of American economic interests in 
Central and South America 
What future course? 

VI. Pan-Americanism 

The meaning of Pan-Americanism 
The first Pan-American Conference 
Blaine revives the ideal of Pan-American 
cooperation 

The Pan-American Union 
The accomplishments of Pan-American 
Conferences 

Latin American attitude toward the Monroe 
Doctrine 

“Dollar” diplomacy 
Pan-Hispanism 

The unilateral character of the Monroe 
Doctrine 

The Monroe Doctrine, Pan-Americanism, 
and the League of Nations 
The League endeavors to settle South 
American disputes, 1933 
Restatements of the Monroe Doctrine and 
our Caribbean sea policy 


The Sixth Pan-American Conference of 1928 
Hughes, as Secretary of State, defends 
American policies 

The formation of treaties of arbitration 
and conciliation 

The failure of these treaties to function 
in the South American disputes of 1932- 
1933 

VH. The World War 

The causes of the World War 
Fundamental 
Immediate 

The United States as a neutral 
The “rights” of neutrals 
The effect of modern war on neutrals 
English interference with the rights of 
neutrals 

German interference with the rights of 
neutrals 

The sinking of the Lusitania 
The Sussex pledge 
The problem of preparedness 

Wilson’s slow conversion to the cause of 
preparedness 

The National Defense Act, June, 1916 
Naval preparedness 
The United States enters the war 

Wilson’s last efforts to establish peace 
Germany resumes ruthless submarine war¬ 
fare 

Overt acts 

The Declaration of War, April 6, 1917 
Wilson’s statement of our purposes 
The war 

Preparations for active participation 
Selective service acts 
The Shipping Board 

Government control of industry, food, and 
fuel 

A nation in arms 

Sending American troops to France 
America’s active part in the fighting 
The Armistice, November 11, 1918 
The making of the Peace 
The war as a crusade 
Wilson’s Fourteen Points 
Secret treaties as an obstacle to the making 
of a just peace 
Wilson goes to Paris 
The terms of the treaty 
The League of Nations as part of the 
treaty 

The American Senate rejects the Treaty 
of Versailles and the League 
The United States negotiates a separate 
treaty of peace with Germany 

VIII. Cooperation or isolation? 

United States’ adherence to the principle of 
arbitration 

Early use of arbitration by the United 
States 


130 


AMERICAN HISTORY 


The Hague peace conferences 
The Root and Bryan Treaties 
The League of Nations 

The purposes of the League 
Membership and organization of the 
League 

Obligations of members of the League 
Means used by the League to prevent war 
Reasons urged by senators in rejecting the 
League 

American participation in League activi¬ 
ties 

The judicial settlement of disputes 
The Hague Court of Arbitration 
The organization and functions of the 
World Court 

Senate reservations to the World Court 
The “Root Formula” 


War debts and reparations 
Refunding the war debts 
Relation of war debts and reparations 
Fixing the amount of reparations 
The Dawes and Young Committees 
The Hoover Moratorium, 1931 
The Lausanne Accord, 1932 
The policy of the Roosevelt administration 
The problem of peace and security 

The Geneva Protocol and the Locarno 
Agreements 

The Kellogg-Briand Peace Pact 
The Washington Conference on the limita¬ 
tion of naval armament 
The failure of the Geneva Conference, 1927 
The London Naval Agreements, 1930 
Is the achievement of peace a practical 
ideal? 


Required Assignments 

I. Isolation (Hamm, Bourne, and Benton: 696-703) 

1. (a) What in Washington’s Farewell Address may be interpreted as laying down a “policy 
of isolation”? (b) Was it a logical proposal at that time? Why? 


2. (a) Does the Monroe Doctrine voice the same policy of isolation or is it an entirely differ¬ 
ent conception of isolation? (b) Was Monroe’s purpose primarily the protection of the South 
American republics or the future well-being of the United States? Is either dependent upon 
the other? 


3. (a) Was the United States’ conquest of a continent as imperialistic as the advance of the 
European powers into India, Africa, and Asia? (b) What similarities and what differences as 
to motives, methods, and results may be noted? 


4. (a) List the particular events which have carried United States political control into the 
regions of the Pacific, (b) To what extent have economic interests influenced such expan¬ 
sion? (c) Do economic advantages, either to the native populations or to the expansionists, 
justify the extension of political control into undeveloped areas? 


OUR FOREIGN POLICY 


131 


5. (a) What change in our South American relations followed the economic changes subse¬ 
quent to the Civil War? (b) Is it possible that similar economic considerations following the 
World War may change our policy of isolation as regards the rest of the world? 


II. The Spanish-American War (Hamm, Bourne, and Benton: 704-710) 

1. (a) Wherein were American interests involved in the Cuban situation preceding the 
Spanish-American War? (b) Did the fact that our interests were involved justify United 
States intervention? (c) Where should responsibility for United States participation in the 
war be placed? 


2. (a) Define and account for the Teller Resolution, (b) Is the subsequent Platt Amendment 
to the Cuban constitution contrary to the interest of the Teller Resolution? 


3. (a) Why, in a war over Cuba, should Dewey have been instructed to seize Manila? 
(b) Has the seizure any bearing on the statement that the peace treaty with Spain marks a 
turning point in United States foreign relations? 


III. Imperialism (Hamm, Bourne, and Benton: 711-731) 

1. (a) Define the term “imperialism.” (b) What particular circumstances raised the ques¬ 
tion of whether or not the United States should pursue an imperialistic policy? (c) Is the 
issue, in any sense, a moral one? (d) Compare the respective attitudes of the two major 
parties in regard to it. 


132 


AMERICAN HISTORY 


2. (a) State the constitutional question raised by the acquisition of outlying possessions, and 
explain the distinction between fundamental and formal provisions of the Constitution made 
by the Supreme Court, (b) What bearing has the Court’s decision upon the government 
of dependencies? 


3. (a) Name the principal agreements forced upon Cuba by the Platt Amendment, (b) Com¬ 
pare its provisions with the intent of the Teller Resolution, (c) Which has profited more 
through the establishment of the protectorate — Cuba or the United States? 


4. (a) Why did the United States demand Porto Rico? (b) Define the island’s economic 
value and its political position, (c) Is the latter satisfactory to the inhabitants of the island? 


5. (a) Compare Hawaii with Porto Rico as to inhabitants and as to present and possible 
future political status, (b) What is meant by the statement that the islands are strategically 
located? 


6. (a) Explain the economic value of the Philippines, (b) What influence have economic 
considerations had upon the past and upon the future political life of the Filipinos? Should it 
be so? (c) Outline the provisions of the so-called Philippine Independence Bill of 1933 and 
comment upon the possible outcome. 


OUR FOREIGN POLICY 1S3 

7. Criticize the motives and the methods which produced Secretary Hay’s “open door” policy. 


8. (a) Explain the circumstances which produced the Manchurian and Shanghai crises, 
(b) Did Mr. Stimson’s declaration of the United States’ position of non-recognition and the 
League of Nations’ inquiry by the Lytton Commission tend to promote or retard a peaceful 
solution of the difficulties? (c) What significance in regard to the United States’ policy of 
isolation has the fact that a delegate from the United States sat, by invitation, as a member 
of the League Council for consideration of the Manchurian situation? 


IV. The Panama Canal (Hamm, Bourne, and Benton: 732-741) 

1. (a) Account for the American change of attitude in regard to the control of an isthmian 
canal as expressed in the difference between the provisions of the Hay-Pauncefote Treaty of 
1901 and those of the Clayton-Bulwer Treaty of 1850. (b) Why was England willing to forego 
in the later treaty the position she enjoyed through the earlier one? 


2. (a) What brought about the choice of the Panama route in preference to the Nicaraguan 
route? (b) How did the circumstances attending the choice affect relations between the 
United States and Colombia? (c) How did other South American republics view the matter? 
(d) Should the payment of $25,000,000 to Colombia be interpreted as an admission of re¬ 
sponsibility for Colombia’s loss of Panama? 


134 


AMERICAN HISTORY 


3. (a) List the various problems attending the construction and operation of the canal. 
What steps were taken in the solution of each? (b) Should President Wilson have supported 
Congress rather than England in the tolls controversy? 


4. (a) Show wherein the advantages of canal ownership are balanced by troublesome problems 
of protection, and state the steps taken by the United States to protect its canal interests, 
(b) How have the plans for a second canal through Nicaragua affected neighboring Central 
American states? Is the matter any concern of theirs? 


V. Our Caribbean Sea Policy (Hamm, Bourne, and Benton: 742-758) 

1. (a) Explain the statement that our Caribbean Sea policy is a natural and somewhat 
inevitable result of the country’s economic development, (b) Should economic interests be a 
predominant factor in determining a foreign policy? 


2. (a) How did Secretary Olney justify President Cleveland’s interference in the Venezuela 
boundary quarrel with England? (b) What effect had Cleveland’s action upon the immediate 
issue; upon the Monroe Doctrine? 


3. (a) Through his treatment of the Venezuela Debt case President Theodore Roosevelt has 
been said to have brought forth a “moral responsibility” interpretation of the Monroe 
Doctrine. Explain the connection, (b) What statement by Roosevelt in describing the affair 
supports the argument of those who claim that a powerful army or navy is the surest guaran¬ 
tee of peace? Is this argument sound? 


OUR FOREIGN POLICY 


135 


4. (a) List the specific activities on the part of the United States government which con¬ 
stitute the establishment of its protectorates over Santo Domingo and Haiti, (b) To what 
extent has the island upon which the republics are situated profited by the protectorates? 
(c) Has the United States action been wholly philanthropic? 


5. (a) Trace the history of the events which caused the United States to intervene in the 
internal affairs of Nicaragua, (b) What has been the effect of such intervention on our 
relations with other Central and South American countries? 


6. (a) Account for the numerous revolutions which have disturbed Mexican affairs since 1911. 
(b) How have they concerned the United States? 


7. (a) State the provisions of the Mexican land laws which threatened American invested 
capital, and indicate the success of Ambassador Morrow’s diplomacy in regard to the matter, 
(b) What promise do such situations hold for the future? 


VI. Pan-Americanism (Hamm, Bourne, and Benton: 759-767) 

1. (a) Define Pan-Americanism, (b) Have inter-American relations since 1823 indicated that 
its achievement is either possible or probable? 


136 


AMERICAN HISTORY 


2. (a) Distinguish between “Pan-Hispanism” and “Pan-Americanism.” (b) What bearing 
upon the relations between the South, Central, and North American countries has the issue of 
the interpretation of the Monroe Doctrine? (c) Should the United States reserve to itself 
the use and interpretation of the Doctrine? 


3. (a) Quote Article XXI of the Covenant of the League of Nations, which relates to the 
Monroe Doctrine, (b) Does the membership of the South American republics in the League 
present a possible problem of relations between the League, the United States, and the coun¬ 
tries of South America? (c) How have recent disputes between Latin American countries 
been settled? 


4. (a) State the “Roosevelt Corollary” and the “Hughes Interpretation” of the Monroe 
Doctrine, (b) Is either one in keeping with the present state department’s attitude toward 
the Doctrine’s application to Central and South American affairs? 


5. The Sixth Pan-American Conference at Havana in 1928 made very clear prevailing dis¬ 
satisfaction with United States intervention in and domination of Central and South American 
affairs. Whether the steps taken to create better feeling toward the United States will suc¬ 
ceed, remains to be seen. What measures were undertaken to bring it about? 



OUR FOREIGN POLICY 


137 


VII. The World War (Hamm, Bourne, and Benton: 768-796) 

1. (a) What is the generally accepted postwar opinion of historians as to the responsibility 
for the World War? Is that as yet the generally accepted public opinion? (b) What has 
been the determining factor in arriving at an opinion in each case? (c) Why is the question 
of responsibility at all important now that the war is over? 


2. (a) Define the rights of neutrals as recognized by international law previous to the World 
War. (b) How and why did the warring nations disregard them? (c) Distinguish between 
the interference with the “rights of neutrals” by England and by Germany, (d) What in¬ 
fluence had this difference upon the action of the United States? (e) Was the country pre¬ 
pared to defend its neutral rights? 


3. (a) List the specific German acts which eventually forced President Wilson to ask Con¬ 
gress to declare war. (b) To what extent had the events of two years served to unify the 
nation? (c) Why did the President go into the Middle West to appeal for national unity 
and preparedness? 


4. (a) State the country’s purposes in going into the war as expressed by President Wilson 
in his war message, (b) Did the message reveal the true purpose of the people or was it 
merely an expression of his own idealism? 


5. (a) Outline the chief features of the means, military and non-military, by which the nation 
became a unified war machine, (b) Do the country’s accomplishments at home from the 
spring of 1917 to the summer of 1918 and the subsequent record in France and on the sea 
argue for or against a larger standing army and increased naval strength? Why? 


138 


AMERICAN HISTORY 


6. (a) Why was the Covenant of the League of Nations made a part of the Peace Treaty? 
Was it a wise policy? (b) Why did the Senate reject the treaty? (c) Do you believe that 
the rejection has changed the course of world events since that time? 


VIII. Cooperation or Isolation? (Hamm, Bourne, and Benton: 797-826) 

1. (a) Has the United States any choice as to whether it pursues a policy of isolation or of 
cooperation? (b) Give numerous examples, defining each, which illustrate the extent to which 
the United States has, in the past, submitted disputes to arbitration, (c) Does it make any 
difference in future international relations whether or not a country has been accustomed to 
settling its differences by arbitration or by war? 


2. (a) Weigh the accomplishments and the failures of the two Hague Peace Conferences, 
(b) What distinction is made between arbitration and conciliation? (c) Has the United States 
taken any conspicuous part in the promotion of either as a national policy? 


3. (a) Compare the objects of the League of Nations and the obligations of its members. 
Are adequate means provided for the execution of these obligations? (b) What bearing had 
these obligations upon the United States Senate’s refusal to ratify the Versailles Treaty? 
(c) May the Senate’s action in 1920 be termed a fair interpretation of the country’s attitude 
toward the League or did party politics overshadow the League issue? 





































OUR FOREIGN POLICY 


139 


4. (a) Distinguish between the Hague Tribunal and the World Court as to organization and 
function, (b) Explain the “optional clause” of the latter, (c) May the Court be said to have 
accomplished anything worth while to date? 


5. (a) List the reservations of the United States Senate in its 1926 vote to join the World 
Court, (b) Why was the fifth, the matter of advisory opinions, unacceptable to existing 
members? (c) Has the “Root Formula” overcome the difficulty? (d) Why can Americans sit 
as judges of the Court when the United States is not a member of either the League or the 
Court? (e) What is now necessary to make the United States a member of the Court? 


6. (a) Should the United States cancel the war debts? (b) Should the European powers 
cancel reparations irrespective of the action of the United States toward war debts? 
(c) Should the two questions be kept separate? 


Map Assignment 8. The Caribbean Area 

On Map 8, or on a tracing (according to teacher’s directions), locate the following: 


1. Florida 

2. The West Indies 

3. Bahama Islands 

4. Greater Antilles 

5. Lesser Antilles 

6. Leeward Islands 

7. Windward Islands 

8. Cuba 

9. Isle of Pines 

10. Haiti 

11. Dominican Republic 

12. Porto Rico 

13. Virgin Islands — St. Thomas, St. John, and 

St. Croix 

14. Guadeloupe 

15. Martinique 

16. Trinidad 

17. Venezuela 


18. Colombia 

19. Panama 

20. Panama Canal Zone 

21. Costa Rica 

22. Nicaragua 

23. Corn Island — Great Corn and Little Corn 

24. Honduras 

25. British Honduras 

26. Guatemala 

27. Jamaica 

28. Mexico 

29. Peninsula of Yucatan 

30. Isthmus of Tehuantepec 

1. Gulf of Mexico 

2. Caribbean Sea 

3. Florida Strait 

4. Windward Passage 


140 


AMERICAN HISTORY 


5. Gulf of Darien 

6. Gulf of Panama 

7. Gulf of Honduras 

8. Yucatan Channel 

9. Fonseca Bay 

10. Bay of Campeche 

1. New Orleans 

2. Key West 

3. Nassau 

4. Havana 

5. Cienfuegos 

6. Santiago 

7. Guantanamo 


8. Port au Prince 

9. Santo Domingo 

10. San Juan 

11. Colon 

12. Panama 

13. San Jose 

14. Managua 

15. Bluefields 

16. San Salvador 

17. Guatemala 

18. Belize 

19. Vera Cruz 

20. Mexico City 


Map Assignment 9. The Pacific Area 


On Map 9, or on a tracing (according to teacher’s directions), locate the following: 


Countries 

1. Alaska 

2. British America 

3. United States 

4. Australia 

5. New Zealand and Tasmania 

6. New Guinea (British and Dutch) 

7. Dutch East Indies (British and Dutch 

Borneo) 

8. China 

9. Japan 

10. Chosen (Korea) 

11. Manchukuo (Manchuria) 

12. Russia 

United States Islands 

1. Aleutian 

2. Lawrence 

3. Nunivak 

4. Kadiak 

Hawaiian 

5. Oahu 

6. Hawaii 

7. Midway 

8. Wake 

9. Howland 

10. Baker 

Samoan 

11. Manua 

12. Tutuila 


Philippine 

14. Luzon 

15. Mindoro 

16. Samar 

17. Panay 

18. Cebu 

19. Mindanao 

20. Negros 

21. Palawan 

Mandate Islands (formerly German) 
To British 
Samoan 

1. Savaii 

2. Upolu 

To Japanese 

1. Pelew 

2. Caroline 

3. Ladrone 

4. Marshall 

Cities 

1. Seattle 

2. San Francisco 

3. Honolulu 

4. Pago-Pago 

5. Manila 

6. Cavite 

7. Hongkong 

8. Shanghai 

9. Peiping 
10. Tokyo 


13. Guam 


The Island of Yap (Cable Base) 


Map Assignment 10. The Western Front 


On the Map of the Western Front of the World War, or on a tracing (according to teacher’ 
directions), locate the following: 


Countries 

1. England 

2. Netherlands 

3. Belgium 


4. France 

5. Luxemburg 

6. Germany 

7. Switzerland 
































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OUR FOREIGN POLICY 


141 


Seas and Rivers 

9. Frankfort 

1. North Sea 

10. Mainz 

2. Strait of Dover 

11. Liege 

3. English Channel 

12. Luxemburg 

4. Thames 

13. Metz 

5. Scheldt 

14. Strassburg 

6. Meuse 

15. Lille 

7. Rhine 

16. Verdun 

8. Aisne 

17. Nancy 

9. Somme 

18. Reims 

10. Seine 

19. Versailles 

11. Loire 

20. St.-Mihiel 

12. Marne 

21. Chateau-Thierry 

13. Moselle 

22. Louvain 

14. Oise 



Miscellaneous 

Cities and Towns 

1. Alsace 

1. London 

2. Lorraine 

2. Le Havre 

3. Flanders 

3. Paris 

4. Belleau Wood 

4. Ghent 

5. Vimy Ridge 

5. Brussels 

6. Argonne Forest 

6. Antwerp 

7. Line of Farthest German Advance, 1914 

7. Cologne 

8. Battle Line of November, 1918 (Armistice) 

8. Coblenz 


Additional Problems 



1. Trace the relations between the United States and England regarding trade with the West 
Indies from 1783 through Jackson’s administration. Why was the trade less consequential by 
the time it was completely opened to the United States than it had been at the time of the 
Jay Treaty? Does that fact make Jackson’s diplomacy any less of an achievement? 

2. Show that the matter of fishing rights and privileges was a real issue between England 
and the United States from 1783 through 1910. Note particularly the controversy of 1818. 
What bearing on the Anglo-American issue of fishing privileges has the progress of scientific 
refrigeration? 

3. Compare the “freedom of the seas” issue between England and the United States prior to 
the United States’ entry into the World War with the same issue between the two in 1806- 
1814. Why in one case did the United States become the enemy of England and, in the other, 
the ally? 

4. Why was the Maine boundary issue known as the “Aroostook War” or the “War of 
the Maps”? 

5. What bearing had relations with England and with France between 1795 and 1800 upon 
Jefferson’s victory in the election of 1800? 

6. The 1819 treaty with Spain settled three vital territorial issues — Florida, the Sabine 
River controversy, and the Oregon claims. Explain the issue and state the agreement ac¬ 
cepted in each case. 

7. Prove, through an account of the early filibustering, the Ostend Manifesto, and the 
Virginius affair, that American interest in Cuba preceded considerably events leading to the 
Spanish-American War. 

8. What was the reason for the United States’ refusal to recognize the Russian Soviet Govern¬ 
ment? Compare the effect of the refusal upon Russia and upon United States citizens. Are 
you in sympathy with the state department’s present position? Why? 

9. Through an explanation of the California land and school issues and the Louisiana Mafia 
case illustrate the difficulty encountered by the national government in its foreign relations. 

10. Compare the United States’ treatment of China with that accorded Japan previous to 
1924 in regard to oriental immigration. State and account for the provisions concerning such 
immigration in the 1924 act. 

(See also Hamm, Bourne, and Benton: 703,710, 730-731, 741, 757-758, 767, 795-796, 824-825.) 


142 


AMERICAN HISTORY 


Items of Interest 

Comment briefly upon the following: 

1. Whether the Philippines and Hawaii fall within the scope of the “Western Hemisphere” 

of the Monroe Doctrine. 

2. Why the United States withdrew, in 1846, from its position of “Fifty-four Forty or Fight.” 

3. The significance of a Samoan hurricane in the history of German-American relations. 

4. Mark Hanna’s influence upon President McKinley’s activities. 

5. The true evaluation of Theodore Roosevelt’s services in Cuba. 

6. The injustice of calling the Virgin Islands the “poorhouse” of America. 

7. The relation of the western beet-sugar industry to the question of Philippine inde¬ 

pendence. 

8. The significance of the island of Yap, an island unknown to many of the delegates to the 

Peace Conference. 

9. “Dollar diplomacy.” 

10. The Central American Court of Justice. 

Cooperative Assignments (See Hamm, Bourne, and Benton: 826) 

1. Have various class committees prepare a Pageant of Peace. It may be developed very 
elaborately through the enactment by students of each episode chosen, or it may be developed 
more simply through the use of large painted panels serving as a background, illustrating the 
accounts of the various attempts to achieve peace as related by the students. The following 
suggestive development illustrates the possibilities of such a pageant: 

(a) The Pax Romana — The willingness of the outlying regions to accept the rule of Rome 
because it meant peace. It was, however, the peace of military power. (Illustrate the Roman 
encampment and soldiery — overlooking the peaceful valleys — with a vision of distant areas 
equally peaceful.) 

(b) The Truce of God — the demand of the Church that medieval lords cease their fighting 
during certain days and seasons. It was a peace dependent upon the influence of the Church. 
(Illustrate the Cathedral — the Bishop proclaiming the truce — knights in full armor, distant 
castles, and manor estates.) 

(c) The Holy Alliance — the agreement of the rulers of Russia, Prussia, and Austria to main¬ 
tain the peace established at Vienna in 1815. It was a peace of kings. (Illustrate the three 
kings with the revised map of Europe, crediting Alexander of Russia with his idealism, whatever 
may have been the motives of his associates.) 

(d) A central episode or illustration may show the turning of “Peace” from dependence upon 
the power of military force, the Church, and kings to hope in man’s cooperative spirit. (Illus¬ 
trate peace leaving behind the destruction of war and looking forward to the rewards of peaceful 
living — fruitful fields, active factories, educational opportunities, and civic beauty.) 

(e) The Hague Conferences — the use of arbitration in international differences. Nations 
sought to prevent war by settling their differences through peaceful means. (Illustrate the Peace 
Palace, the gift of an American; indicate the work of John Bassett Moore and Mr. Elihu Root.) 

(f) The League of Nations — an attempt to carry on with more elaborate machinery the work 
begun by the Hague Conferences, profiting, if possible, from the lessons of the World War — the 
preservation of peace by the cooperation of many nations. (Illustrate either its development at 
Versailles, with recognition of the part played by Woodrow Wilson, or its operation at Geneva.) 

(g) The Paris Peace Pact — France and the United States, supported by many nations, seek 

the renunciation of war as an instrument of national policy. It is an attempt to secure through 
the force of an ideal that peace which, as yet, neither the power of-armies, of the church, of kings, 
or of nations has been able to achieve. (Illustrate youths of many nations, carrying their re¬ 
spective flags, climbing step by step through a beam of light, illustrative of the struggle, lighted 
by idealism, to the ultimate goal of world peace.) ; 

2. Arrange for a “round table” discussion on current international problems and the desirable 
policy of the United States toward these problems. 

3. Debate the question as to whether or not the achievement of permanent peace is a prac¬ 
tical political ideal. 

Suggestions for Collateral Readings 

Latin American attitude toward the Monroe Doctrine: Mr. Hughes’ defense of American policies at the 1928 
Pan-American Conference; United States and Chinese relations following the Boxer Rebellion; Cleveland’s 
accomplishment in the Venezuela boundary dispute; English, German, and American relations in the 


OUR FOREIGN POLICY 


143 


Samoan controversy; the “folly” of Alaska; Theodore Roosevelt’s contribution to the Monroe Doctrine in 
the Venezuela debt dispute, and in the Santo Domingo debt case; the withdrawal of marines from Nicaragua; 
Cuban conditions under Spanish rule; question of American responsibility in the Hawaiian Revolution and 
proposed annexation; Maximilian in Mexico; reasons for United States protectorates in Haiti and Santo 
Domingo; actions of United States marines in Haiti; United States’ attitude toward the Drago Doctrine; 
Theodore Roosevelt’s relation to the Panama Revolution; reasons for economic imperialism; American 
economic influence in Latin America; arguments for and against Philippine independence; Filipino attitude 
toward the Hawes Act; Latin American attitudes as revealed in the Pan-American Conference of 1928; 
United States’ attitude toward Mexico from 1911 to 1928; reasons for the French failure in Panama; the 
conquest of disease in Panama; trade with the Orient in the days of the clipper ships; trade with the Orient 
today. 

The World War and its subsequent 'problems: English interference with the neutral rights of the United States; 
the extent of German submarine warfare; President Wilson’s attempts to end the war; United States’ non¬ 
military contributions to the World War; United States’ troops on the Western Front; signing the Armistice; 
the ideals set forth in the Fourteen Points; difficulties encountered in framing the Peace Treaty; the fate 
of the Fourteen Points; the cost of the war; accomplishments of the League of Nations to date; the 
“failure” of the League in the Manchurian crisis; the outcome of the Stimson policy of non-recognition; 
the contributions of the Hague Conferences; the organization and value of the World Court; the nature 
of advisory opinions; reasons for the United States Senate World Court reservations; the attitude of the 
Senate toward the “Root Formula”; arguments for or against war debt cancellations; value of the Wash¬ 
ington Conference; the Kellogg-Briand Peace Pact; naval parity; the London Economic Conference; the 
policy of the Roosevelt administration on war debts. 

Biographies: Matthew C. Perry, John Hay, Grover Cleveland, Simon Bolivar, George W. Goethals, Elihu 
Root, Theodore Roosevelt, Richard Olney, Charles E. Hughes, Woodrow Wilson. 


Bibliography (See Hamm, Bourne, and Benton: 703, 710, 
General Histories 

Beard, C. A.: Contemporary American History 
Haworth, P. L.: The United States in Our Own Times 
Lingley, C. R.: Since the Civil War 
McMaster, J. B.: History of the United States 
Paxson, F. L.: Recent History of the United States 
Rhodes, J. F.: History of the United States 
Wilson, W.: History of the American People 

Special 

From the American Nation Series 
' Dewey, D. R.: National Problems, 1885-1897 
Hart, A. B.: National Ideals Historically Traced, 1607- 
1907 

Latane, J. H.: America as a World Power, 1897-1907 
Ogg, F. A.: National Progress, 1907-1917 
From the Chronicles of America Series 
Fish, C. R.: The Path of Empire 
Ford, H. J.: The Cleveland Era 
Howland, H.: Theodore Roosevelt and His Times 
Seymour, C.: Woodrow Wilson and the World War 
Shepherd, W. R.: The Hispanic Nations of the New World 

Foreign Relations and Policies 

Adams, R. G.: History of the Foreign Policy of the United 
States 

Angell, J. W.: Financial Foreign Policy of the United States 

Blakeslee, G. H.: Recent Foreign Policy of the United States 

Coolidge, A. C.: The United States as a World Poteer 

Crichfield, G. W.: American Supremacy 

Fish, C. R.: American Diplomacy 

Hart, A. B.: The Monroe Doctrine, an Interpretation 

Hill, II. C.: Roosevelt and the Caribbean 

Howland, C. P.: Survey of American Foreign Relations 

Hughes, C. E.: Pan-American Peace Plans 

Jones, C. L.: Caribbean Interests of the United States 

Latane, J. H.: America as a World Power 


731, 741, 757-758, 767, 796, 825-828.) 

Latane, J. H.: From Isolation to Leadership 

-: The United States and Latin America 

Millspaugh, A. C.: Haiti under American Control 
Moore, J. B.: Four Phases of American Development 

■ -: American Diplomacy, Its Spirit and Achievements 

Nearing, S.: The American Empire 
Nearing, S. and Freeman, J.: Dollar Diplomacy 
Perkins, D.: The Monroe Doctrine, 1826-1867 
Stuart, G. H.: Latin America and the United States 
Winkler, M.: Investments of United States Capital in Latin 
America 

The World War and Peace Problems 

Bassett, J. S.: Our War with Germany 
Buchan, J.: A History of the Great War 
Buell, R. L.: The Washington Conference 
Davidson, H. P.: The American Red Cross in the Great War 
Fay, S. B.: Origins of the World War 
Haskins, C. H. and Lord, R. H.: Some Problems of the Peace 
Conference 

Hayes, C. J. H.: A Brief History of the Great War 
Hazen, C. D.: Europe since 1815 
McMaster, J. B.: The United States in the World War 
Palmer, F.: America in France 

-: Newton D. Baker; America at War 

Pershing, General J. J.: Final Report, “Current History” 
— Jan. and Feb., 1920 
Powell, E. A.: The Army behind the Army 
Sims, W.: The Victory at Sea 
Tardieu, A.: The Truth about the Treaty 
Temperley, H. V.: History of the Peace Conference 
Thomas, S.: The History of the A. E. F. 

Miscellaneous 

Beard, C. A. and Beard, M. R.: Rise of American Civiliza¬ 
tion 

Chadwick, F. E.: Spanish-American War 





144 


AMERICAN HISTORY 


Faulkner, H. U.: American Economic History 
Jenks, J. W. and Lauck, W. J.: Immigration Problem 
Latourette, K. S.: The Development of Japan 
LeRoy, J. A.: The Americans in the Philippines 
Moon, P. T.: Imperialism and World Politics 
Mo wry, W. A.: Territorial Growth of the United States 
Peck, H. T.: Twenty Years of the Republic, 1885-1905 
Slosson, P. W.: The Great Crusade and After 

Source Material 

Hart, A. B.: American History Told by Contemporaries 
MacDonald, W.: Documentary Source Book in American 
History 

Muzzey, D. S.: Readings in American History 
Pan-American Union Bulletins, June, 1931, 1932 
Pershing, General J. J.: Final Report on the War 
Roosevelt, T.: Autobiography 
Seymour, C.: Intimate Papers of Colonel House 
Treaty of Versailles, including the Covenant of the League 
of Nations 


Specific References 
The Monroe Doctrine: 

Adams: Foreign Policy, 164-184 

Crichfield: American Supremacy, 373-487 

Fish: Path of Empire, 1-18 

Hart: Monroe Doctrine, 69-99, 161-182, 349-384 

Latane: America as a World Power, 255-268 

-: United States and Latin America, 320-334 

Moore: American Diplomacy, 197-267 

Cuba and the War with Spain: 

Fish: American Diplomacy, 408-422 

Hart: Contemporaries, IV, 573-590 

Jones: Caribbean Interests, 80-97 

Latane: United States and Latin America, 83-143 

Lingley: Since the Civil War, 377-400 

Muzzey: Readings, 546-551 

Paxson: Recent History, 233—263 

Caribbean Interests: 

Adams: Foreign Policy, 280-308 

Blakeslee: Recent Foreign Policy, 98-128 

Fish: Path of Empire, 240-258 

Jones: Caribbean Interests, 1-32 

Latane: United States and Latin America, 261-291 

Ogg: National Progress, 246-265, 279-283 

Panama: 

Adams: Foreign Policy, 229-249 
Jones: Caribbean Interests, 193-228 
Latane: America as a World Power, 204-223 

-: Foreign Policy of the United States, 517-542 

-: United States and Latin America, 144-192 

Muzzey: Readings, 556-560 

Santo Domingo and Haiti: 

Jones: Caribbean Interests, 106-124, 125-147 

Mexico: 

Adams: Foreign Policy, 203-211 
Fish: American Diplomacy, 480-490 
Latane: United States and Latin America, 193-237 
Ogg: National Progress, 284-304 

Venezuela: 

Fish: Path of Empire, 79-89 

Hart. Monroe Doctrine, 183-206, 223-242, 269-281 

Latane: America as a World Power, 269-284 

Muzzey: Readings, 532—542 

Nevins: Grover Cleveland, 629-648 

Peck: Twenty Years, 412-436 


Biographies 

Baker, R. S.: Woodrow Wilson and World Settlement 
Croly, H.: Marcus A. Hanna 
Dewey, G.: Autobiography 

Hendrick, B. J.: Life and Letters of Walter Hines Page 

James, H.: Richard Olney and His Public Services 

Nevins, A.: Grover Cleveland 

Olcott, C. S.: William McKinley 

Roosevelt, T.: Autobiography 

Stanwood, E.: James G. Blaine 

White, W. A.: Woodrow Wilson 

Fiction 

Beck, L. A.: The Treasure of Ho 

Canfield, D.: Home Fires in France 

Gilson, C.: The Lost Column 

Lyle, E. P.: The Missourian 

Marshall, E.: Seicard's Folly 

Shiel, M. P.: Contraband of War 

Wells, H. G.: Mr. Britling Sees It Through 


Pan-Americanism : 

Fish: Path of Empire, 54-65 

Hughes: Pan-American Peace Plans, 1-68 

Latane: United States and Latin America, 292-319 

Lingley, Since the Civil War, 281-302 

Moore: American Diplomacy, 365-419 

Pan-American Union Bulletins, June, 1931, June, 1932 

Shepherd: Hispanic Nations, 227-237 

Pacific Expansion: 

Blakeslee: Recent Foreign Policy, 238-246 
Fish: American Diplomacy, 396-407, 454-463 
Latourette: Development of Japan, 164-215 
Moore: American Diplomacy, 339-364 

Open-Door Policy: 

Blakeslee: Recent Foreign Policy, 191-237 
Fish: Path of Empire, 218-239 
Hart: Contemporaries, IV, 616-618 
-: Monroe Doctrine, 282-298 

Hawaii and Samoa: 

Adams: Foreign Policy, 254-263 

Mowry: Territorial Growth, 186-197 

Peck: Twenty Years, 243-250, 328-335 

Wilson: American People, V, 126-128, 288-294, 319-323 

Philippines: 

Fish: Path of Empire, 198-217 
Hart: Contemporaries, V, 132-138 
Latane: America as a World Power, 82-99, 153-174 
Powell: Army behind the Army, 293-343 

Oriental Immigration: 

Adams: Foreign Policy, 313-355 <, 

Blakeslee: Recent Foreign Policy, 238-303 
Latane: America as a World Power, 285-302 
Ogg: National Progress, 304-324 

Alaska: 

Fish: Path of Empire, 39-53 

Latane: America as a World Power, 192-203 

Imperialism: 

Faulkner: Economic History, 649—682 
Haworth: United States, 257-277 
Jones: Caribbean Interests, 260-335 

Latane: America as a World Power, 120-132, 133-152, 303- 
320 

Lingley: Since the Civil War, 401-423 
Muzzey: Readings, 546-555 






OUR FOREIGN POLICY 


145 


United States and Arbitration: 

Blakeslee: Recent Foreign Policy, 15-70, 304-361 
Moore: American Diplomacy, 306-338 

The World War and Its Peace Problems: 

Adams: Foreign Policy, II, 332-364, 387-412 

Buchan: The Great War, 7-50, 51-80 

Fay: Origins of World War, I, 1-49; II, 547-558 

Hayes: Brief History of Great War, 1-20, 201-224, 365-411 


Hazen: Europe since 1815, 655-667 
Lingley: Since the Civil War, 575-612 

For material to supplement work on the more recent de¬ 
velopments, such as questions of Reparations, War Debts, 
the League of Nations, World Court, Disarmament, etc., 
consult the New International Year Book and the Readers’ 
Guide for references to such magazines as Current History, 
Review of Reviews, The Nation, The New Republic, The 
Literary Digest, Time, etc. 


Review 

A 

Define briefly each of the following words and phrases, particularly in relation to the problem 
of United States foreign relations: 

1. economic barriers, 2. isolation, 3. conciliation, 4. imperialism, 5. “jingo press,” 6. arbitration, 
7. “open-door policy,” 8. Boxers, 9. limitation of armaments, 10. protectorates, 11. tolls con¬ 
troversy, 12. Canal Zone, 13. extra-territoriality, 14. draft, 15. territorial integrity, 16. contraband, 
17. concessions, 18. advisory opinions, 19. reparations, 20. sovereignty, 21. “escalator clause,” 

22. neutrals, 23. submarine, 24. Senate reservations, 25. nationals, 26. “Root Formula,” 27. Mora¬ 
torium, 28. aggression, 28. “regional understandings,” 29. “dollar diplomacy,” 30. Covenant, 
31. “economic imperialism,” 32. ABC Conference, 33. belligerent, 34. Sussex Pledge, 35. Na¬ 
tional Defense Act, 36. invested capital, 37. intervention, 38. raw materials, 39. the “big stick,” 
40. “moral responsibility,” 41. “Pan-Hispanism,” 43. pacific means, 43. “watchful waiting,” 
44. corollary, 45. unilateral doctrine, 46. Pan-American Union, 47. Virgin Islands, 48. democracy, 
49. “non-recognition,” 50. Secretariat. 

B 

j 

On a separate sheet of paper make a marginal list of the numbers 1 to 50, and opposite each 
answer as briefly as possible the following questions: 

1-2. Name the treaty which opened the Mississippi River to the United States and the coun¬ 
try with which it was signed. 

3-5. Name the three treaties, with their respective dates, that established the present boundary 
line between the United States and Canada. 

6. To what did the “Alabama claims” refer? 

7-9. What countries are popularly referred to as the ABC powers? 

10-15. Name the two major countries concerned in treaties providing for an isthmian canal, and 
name the two treaties, with their respective dates. 

16. Name the country from which we purchased the islands of St. John, St. Thomas, and 

St. Croix. 

17. Name the South American boundary line which the United States persuaded Great 

Britain to arbitrate. 

18-19. Against what two particular countries was the Monroe Doctrine originally aimed? 

20. How does the Monroe Doctrine limit our entrance into European wars? 

21 Against what country was the Monroe Doctrine directed immediately following the 
Civil War? 

22. Give a specific case that called forth the “moral responsibility” interpretation of the 

Monroe Doctrine. 

23. What is meant by the “economic necessity” interpretation of the Monroe Doctrine? 

24. Name a “permanent interest” that is protected by the Monroe Doctrine. 

25. What neutral European power failed to cooperate readily with the United States at 

Manila during the Spanish-American War? 

26. What controls the relations between Cuba and the United States? 

27. What American first opened Japan to our trade? 

28. What name is familiarly given to our trade policy with the Orient? 

29. By what method did China show her protest against foreigners in 1900? 

30. Name one case of oriental relations in which state versus national rights were involved. 
31-33. Name the two countries involved in the “Gentlemen’s Agreement” and state which 

one officially ended it. 

34. Name the country from which Panama broke away in 1903. 

35-36. Give the name and date of the treaty ending the Russo-Japanese War. 

37-38. Pan-Americanism concerns the nations of what two continents? 

39. What country originally started a canal across the Isthmus of Panama? 


146 


AMERICAN HISTORY 


40. Name an underlying cause of the World War. 

41-43. Name a maritime policy that has involved us in two wars, and name two nations against 
which we fought because of this policy. 

44. What turned United States public opinion against Germany? 

45. What basis for peace was proposed by President Wilson? 

46. Although we are not a member of the League of Nations, in what other international 

body are we considering membership? 

47-49. Name the treaty Japan is violating by her present attitude toward China and the con¬ 
ference, with its date, at which it was signed. 

50. What has been the latest action of the United States toward the Philippine Islands? 


C 

Develop in full one or more of the following: 

1. (a) Why is it said that a Caribbean policy has now become essential to the future well¬ 
being of the United States? (b) What principles should govern the formulation of such a policy? 
(c) Outline the details of a desirable policy. 

2. (a) Is the prevailing popular sympathy for China in preference to Japan a recent de¬ 
velopment or a matter of long standing? Account for it. (b) What likely bearing has it upon 
future Pacific relations? (c) Prepare a brief in defense of Japan’s actions in Manchuria. 

3. (a) Wherein is the Paris Peace Pact a step beyond the League of Nations in the world’s 
attempt to preserve peace? (b) Do you believe world peace can be preserved? 

4. (a) What has been accomplished in the way of naval or military disarmament? (b) Out¬ 
line the obstacles in the path of greater achievement. 


UNIT XII —THE CONTEMPORARY SCENE 


An Introduction 

The evaluation of the contemporary drift is always difficult. Events which seem extraordinarily 
important at the time of their happening very frequently, in the large perspective of history, lose 
their significance and importance. It is necessary, therefore, to be on our guard against magnifying 
the immediate present; it becomes desirable to understand the underlying principles behind con¬ 
temporary events to discover whether new and different points of view are gaining headway. 

Judging the present in this way, it would seem that the following tendencies are fighting their 
way for general acceptance: (a) a constant enlargement of our concept of the functions of govern¬ 
ment; incidental thereto is an increase in the activities of the national government; (b) the break¬ 
down of the ideal of individualism, and a resultant increase in the regulatory powers of the federal 
government over transportation, banking, and business; (c) the development of a necessary partner¬ 
ship between the corporate economic organism and the political organism; (d) the political evils 
and problems incident to concentrated economic control; (e) the effort to effect a better distribu¬ 
tion of wealth among the masses of people to mitigate the hazards of unemployment and economic 
insecurity; (f) an ever widening influence in world affairs. 

These tendencies and problems were apparent even during the boom years of the 1920’s; they 
have been accentuated by the lean years of the early 1930’s; in the larger view they seem to be 
the result of economic forces long at work — which, in the last analysis, are the basic determinants 
of social and political programs and ideals. 


Textbook References 


Hamm, Bourne, and Benton: 827-845 


Bassett: 908-940; Beard and Beard: 660-679; Elson: 
960-996; Fish: 544-570; Fite: 587-605; Forman: 649- 
675; Guitteau: 702-714; Hart: 632-646; Hulbert: 561-568; 

An Outline of Important Contemporary Problems 
Social problems 

The American standard of living 
A slowing down of the former rapid increase in 
population 

New occupations and new workers 
Urbanization and its problems 
Security and unemployment 
Problems as a world power 

Technology makes the whole world kin 
The United States as a creditor nation 
Economic stability and peace 
Economic problems 

The collapse of individualism 

Required Assignments 

1. (a) Define “standard of living.” 
living improved in the last fifty years? 
superior to that of other countries? 


Latane: 747-774; Muzzey: 724-729; Wertenbaker and 
Smith: 605-627; West: 661-684. 


Competition no longer regarded as a satisfactory 
control 

More government in business 
Political problems 

“Government by commission” 

The drift toward centralized authority 
The function of the Supreme Court 
The drift toward regional and occupational repre¬ 
sentation 
Public apathy 
Political morality 
The task of the future 


(b) In what respects has the American standard of 
(c) Why is the American standard of living said to be 


147 


148 


AMERICAN HISTORY 


2. (a) Enumerate the chief points of difference — economic and social — between conditions 
after the Civil War and at the close of the World War. (b) Why has the rate of population 
growth tended to decline? 


3. What special problems have been created as a result of the urbanization of American life? 


4. (a) Sketch in outline form the major forces which have made the United States a world 
power, (b) In what sense are the nations of the world neighbors? (c) Does this fact call for 
new adjustments on the part of the United States and the other nations of the world? 


5. (a) What is meant by referring to the United States as a “creditor” nation? (b) What 
forces tended to make the United States a creditor nation? (c) In what respects, if at all, 
should this fact influence our domestic or foreign policies? 


6. (a) What events of recent years seem to justify the statement that individualism has 
collapsed? (b) In what sense was competition once regarded as a satisfactory control of our 
economic life? (c) What events seem to indicate that we have been drifting away from the 
ideal of free competition? (d) Why has there been a tendency for the government to concern 
itself with the practices of business? 


THE CONTEMPORARY SCENE 


149 


7. (a) Why has there been a tendency for the national government to exercise greater power 
than formerly? (b) Has this extension of national power been achieved at the expense of the 
states? (c) On what constitutional grounds can this increase of power on the part of the 
national government be defended; on what practical economic grounds? 


8. (a) What evidence can you present to substantiate the statement that, comparatively, the 
character and honesty of our elected and appointive officials is equal to, if not higher than, 
that prevailing in the business world? (b) What evidence is there that the business world is 
itself a source of political wrongdoing? 


Additional Problems 

1. It has been suggested by some that probably the outstanding characteristic of the modern 
period is that mankind has advanced to the point where he is no longer confronted with the 
problem as to whether he can produce enough goods to satisfy human wants, but rather how 
can man discover a satisfactory way of distributing the surplus goods he now knows how to 
produce — in short, that we have passed from an era of scarcity to an era of plenty, (a) What 
facts can you marshal in support or contradiction of this theory? (b) To what extent have 
our prevailing economic theories been based upon the concept of a scarcity of goods? (c) To 
what extent does the National Industrial Recovery Act of 1933 reflect the idea that our 
fundamental problem is not one of production but one of distribution? 

2. In recent years there has been a tendency for the tax burden — municipal, state, and 
national — to increase. Part of this increase has been caused by some new services that 
society has undertaken to perform — provision for recreational facilities, a longer period of 
schooling, free colleges in some places, vocational and industrial education, old-age pensions, 
etc. What forces have tended to force the government to embark upon these new and 
expensive enterprises? Are these new fields of government activity desirable, or should they 
be abandoned? 

3. (a) Define 'political nationalism, economic nationalism, (b) Sketch in outline the major 
forces which led to the development of political nationalism. Do these forces still operate? 
(c) Is economic nationalism a cause or result of political nationalism? (d) Does the fact of 
Hague Conferences, the League of Nations, the World Court, Peace Pacts, Disarmament 
Conferences, and Economic Conferences, etc., indicate that the tendencies toward the de¬ 
velopment of political nationalism no longer operate with the same force? (e) How do the 
problems raised by these questions affect a program of economic nationalism? (f) Should a 
program of political internationalism rest upon a program of economic internationalism? 
(g) What bearing have the answers to these difficult questions upon the domestic and foreign 
policies of the United States? 

(See also Hamm, Bourne, and Benton: 843-844.) 

Items of Interest 

Comment briefly upon the following: 

1. Population trends in the twentieth century. 

2. Fundamental principles behind the legislation of 1933. 

3. The elimination of competition. 


150 


AMERICAN HISTORY 


4. The work and duties of a government commission, such as Federal Trade Commission or 

Federal Tariff Commission. 

5. Recent and local evidence of worth-while, disinterested public service. 

6. Efforts to coordinate and simplify governmental processes. 

Cooperative Assignments (See Hamm, Bourne, and Benton: 845.) 

1. Prepare a program on current economic and political problems for discussion by an 
Institute of Public Affairs for your community or state. Indicate by topic and supplementary 
questions the various ideas you would like the invited speakers to develop at a series of ten round¬ 
table discussions. 

2. Elaborate in some detail the editorial policy of a paper over which you have control. 
Compare with the editorial policy of the newspaper you read most frequently. 


Suggestions for Collateral Readings 

Economic insecurity; the United States as a world power; the city and its problems; the laissez-faire ideal; 
government by commission; increasing powers of the federal government; popular interest in government; 
propaganda agencies; public morality; political reforms; radical proposals for change. 


Bibliography (See Hamm, Bourne, and Benton: 845.) 

Beard, C. A. and Beard, W.: The American Leviathan 

Bye, R. T. and Hewett, W. W.: Applied Economics 

Carver, T. N.: Essays on Social Justice 

Clark, E. (ed.): The Internal Debts of the United States 

Clark, J. N.: Social Control of Business 

Comstock, A.: Taxation in the Modern State 

Dewey, J.: The Public and Its Problems 

Dictionary of American Biography 

Donham, W. B.: Business Adrift 

Douglas, P. H. and Director, A. H.: Problem of Unemploy¬ 
ment 

Encyclopedia of the Social Sciences 

Epstein, A.: Insecurity: A Challenge to America 

— -: A Study of Social Insurance in the United States and 

Abroad 

Ewing, C. A. M. and Dangerfield, R. J.: Source Boole in 
American Government and Politics 
Hacker, L. M. and Kendrick, B. B.: The United States 
since 1865 

Krutch, J. W.: Modern Temper 

Malin, J. C.: The United States after the World War 

Specific References 

The Functions of Government: 

Beard and Beard: American Leviathan, 3-20, 645-680 
Recent Social Trends, II, 1274-1331, 1489-1541 
Slichter: Modern Economic Society, 3-16 
Tugwell: The Industrial Discipline, 187-221 

Economic Insecurity: 

Bye and Hewett: Applied Economics, 493-556 
Recent Social Trends, II, 1169-1273 

Slichter: Modern Economic Society, 101-103, 116-117, 213- 
221 


Pierce, B. L.: Citizens’ Organizations and the Civic Training 
of Youth 

Recent Economic Changes, Report of the President’s Com¬ 
mittee on Unemployment 

Recent Social Trends, Report of the President’s Committee 
on Social Trends 

Rugg, H.: Culture and Education in America 
Salter, A.: The Framework of an Ordered Society 
Slichter, S.: Modern Economic Society 
Seldes, G.: World Panorama, 1918-1933 
Slosson, P. W.: The Great Crusade and After 
Tugwell, R. G.: The Industrial Discipline 

Periodicals 
Current History 
Literary Digest 
New Republic 
The Nation 
Time 

Consult Pieaders’ Guide to Periodical Literature 


Technical Progress: 

Hacker and Kendrick: The United States, 615-622 
Recent Social Trends, I, 122-166, 218-268 
Slichter: Modern Economic Society, 85-104, 148-178 
Slosson: The Great Crusade and After, 372-405 

Taxation: 

Beard and Beard: American Leviathan, 333-376 
Bye and Hewett: Applied Economics, 443-493 
Ewing and Dangerfield: American Government, 392-455, 
755-782 

Malin: United States after the World War, 90-116 
Slichter: Modern Economic Society, 728-761 



COMPREHENSIVE REVIEW 

I 

1. Justify the statement that the colonial period was an experiment in democracy. 

2. Reasons for colonial immigration. 

3. What social and economic ideals were developed in colonial times? 

4. Terms of the Treaty of Paris (1763). 

5. How did the French and Indian Wars affect the relations of colonies and mother country? 

6. Why did the colonies resist the Stamp Tax? 

7. What was the English theory of representation and taxation? 

8. What political ideals are expressed in the Declaration of Independence? 

9. Importance of the Saratoga Campaign. 

10. Provisions of the Northwest Ordinance of 1787. Why important? 

11. Weaknesses of the Articles of Confederation. 

12. How were they remedied by the Constitution? 

13. What were the compromises of the Constitution? 

14. Explain federal government, delegated powers, elastic clause, increasing tendency toward 
centralization of governmental functions. 

II 

1. List the main problems that confronted the new government. 

2. Outline fully Hamilton’s financial program. 

3. How did the controversy over the Bank affect the origin of political parties? 

4. Outline the principles of Hamilton and the Federalists; of Jefferson and the Republicans. 

5. Review foreign affairs (1789-1815), especially Citizen Genet, X Y Z Affair, Jay Treaty, 

Pinckney Treaty. * 

6. What were the Virginia and Kentucky Resolutions? 

7. Make a list of the chief services of the Federalists and the reasons for their downfall. 

8. Explain “The Revolution of 1800.” 

9. Explain fully the presidential election of 1800 and state the reasons for and contents of 
the Twelfth Amendment. 

III 

1. Reasons for the purchase of Louisiana; its significance. 

2. Outline the steps leading to the War of 1812; contrast with conditions 1914-1917. 

3. Explain Embargo Act, Non-Intercourse Act, War Hawks, Hartford Convention. 

4. Explain fully each of the following and show how they are the results of the War of 1812: 
awakening of Nationalism; disappearance of the Federalist party; Era of Good Feeling; the 
Monroe Doctrine; westward movement; industrial development; construction of roads and 
canals; Tariff of 1816; second Bank of the United States. 

5. Facts concerning the purchase of Florida and the line of 1819. 

6. Why is the chief-justiceship of John Marshall of paramount importance? Explain the 

facts concerning and the importance of Marbury vs. Madison, McCulloch vs. Maryland, Dartmouth 
College vs. Woodward, Gibbons vs. Ogden. _ ... 

7. Concerning the Monroe Doctrine, give the circumstances and reasons for its origin, its 
antecedents, its principles, and subsequent interpretation. 

8. Causes for the development of sectionalism and the facts concerning the campaign of 
1824. 

IV 

1. What is a tariff, a protective tariff, a revenue tariff? List the chief arguments for and 

against a protective tariff. , . „ 

2. Review the tariffs of 1816, 1824, 1832, 1833. Explain Tariff of Abominations, Exposi¬ 
tion and Protest, Compromise Tariff, Nullification, Force Bill. 

3. Reasons why the South was opposed to a high tariff. 

4. Contrast Calhoun’s and Webster’s theories of the Constitution. 

151 


152 


AMERICAN HISTORY 


5. Explain the Webster-Hayne Debate. 

6. Reasons for Jackson’s attitude toward the second Bank of the United States. 

7. Explain the following: King Andrew, the formation of the Whig party. 

8. Explain fully wild cat banks, specie circular, panic of 1837. 

9. Why was there a low tariff prior to the Civil War? 

10. Explain the tendency toward a high tariff during and after the Civil War. 

11. What was Cleveland’s attitude toward the tariff? 

12. Facts concerning the McKinley Tariff of 1890 and the Wilson-Gorman Tariff of 1894. 

13. What effect did the Payne-Aldrich Tariff have on the Republican party? 

14. Explain the characteristic features of the Fordney-McCumber Tariff of 1922 and the 
Hawley-Smoot Tariff of 1930. 

15. How is the question of tariffs interrelated with the question of war debts, reparations, and 
the depression of 1929-1933? 

V 

1. State the provisions in the Constitution regarding slavery. 

2. What laws of the new government reflected its attitude toward slavery? 

3. How did the invention of the cotton gin influence the slavery question? 

4. How was slavery connected with westward expansion? 

5. Provisions of the Missouri Compromise. Why important? State briefly the “principle” 
applied in the Missouri Compromise. 

6. Identify Lundy and Garrison. Distinguish between abolition and anti-slavery. Account 
for the fact that Garrison was stoned in northern states. 

7. State fully the facts about the Mexican War. 

8. Identify or explain — reannexation of Texas, reoccupation of Oregon, 5^-^0 or Fight, Webster- 
Ashburton Treaty, hard cider campaign. 

9. What was the Wilmot Proviso? Why is it called the turning point of the slavery struggle? 

10. Give the provisions of the Compromise of 1850. Why was it regarded as a final settle¬ 
ment? 

11. What is meant by popular or squatter sovereignty? 

12. Provisions of the Kansas-N ebraska Act (1854). Why did it reopen the old slavery 
question? 

13. Explain Bleeding Kansas, Dred Scott decision, Freeport doctrine. 

14. Account for the decline of the Whigs and the formation of the Republican party. 

15. Facts concerning the campaign of 1860. 

VI 

1. What was the attitude of foreign governments toward the Civil War? 

2. State the facts in the Trent affair. 

3. What was the Maximilian affair? 

4. What was the Alabama case; how settled and why important? 

5. Why did the early months of 1863 mark the lowest ebb of the Union fortunes? Why is 
the Battle of Gettysburg called the turning point of the war? 

6. How did the North finance the war? 

7. State carefully the provisions of the National Banking Act of 1863, and tell why it helped 
the North win the war. 

8. Facts concerning the campaign of 1864. 

9. What were Lincoln’s views on emancipation? 

10. Provisions of the Emancipation Proclamation. 

11. How many slaves were actually freed on January 1, 1863? 

12. Provisions of and reasons for the Thirteenth Amendment. 

VII 

1. What was Lincoln’s ten per cent plan? 

2. What were the Johnson governments? 

3. Why were the Radicals in Congress so bitter toward Johnson and the South? What 
actions of the South angered them? 

4. What was the Crime of Reconstruction? 

5. What were the results of congressional reconstruction, and how did the South try to 
avoid the unfortunate results of the Reconstruction Act of 1867? 


COMPREHENSIVE REVIEW 


153 


6. Why did the outcome of the Civil War tend to give the South increased representation 
in Congress? 

7. State the substance of the Thirteenth, Fourteenth, and Fifteenth Amendments. 

8. How did the Fourteenth Amendment increase the power of the Supreme Court? 

9. Did the Fifteenth Amendment compel the South to give the Negro the right to vote? 

10. What part of the Fourteenth Amendment has never been enforced? Why? 

11. What is meant by the Solid South; the new South? 

12. Outline the social, economic, and political results of the war. 

13. What great economic changes took place after the Civil War? 

14. Was Johnson impeached? Give the facts of the case. 


VIII 

1. What events justify the statement that in Grant’s time the tendency of public morality 
was at a low ebb? 

2. Outline the Hayes-Tilden campaign and the facts concerning the disputed election of 1876. 

3. Reasons for and provisions of the Civil Service Reform Act. 

4. Reasons for rapid industrial growth following the Civil War. 

5. Why and how did the government help finance the railroads? 

6. List some of the harmful practices of the railroads and corporations. 

7. Why were farmers of the West dissatisfied? 

8. Explain Greenback party; Granger movement; agitation for free silver. What was the 
status of the silver question during the panic of 1929-1933? 

9. Reasons for and provisions of Interstate Commerce Act of 1887 and the Sherman Anti- 
Trust Act of 1890. 

10. What were Cleveland’s ideas concerning the tariff and the surplus? 

11. What is meant by 16-1? Review the provisions of the Bland-Allison Act and the Sher¬ 
man Silver Purchase Act. 

12. Why did forces of discontent rally to Bryan in 1896? 

13. When and why did agitation for free silver disappear? 

14. How has the farm problem influenced politics during the past ten years? 

15. Explain the McNary-Haugen Bill; Export Debenture Plan; Agricultural Marketing Act of 
1929; Agricultural Adjustment Act of 1933. 

16. Why did the law of 1929 and the Federal Farm Board fail to accomplish their purposes? 

17. Has the law of 1933 accomplished its purposes? 


IX 

1. State the facts concerning the Samoan Islands, the Seal Fisheries, and the Hawaiian Islands 
disputes. 

2. Reasons for America’s interest in Cuba. Review the Ostend Manifesto. 

3. Causes, events, and results of the Spanish-American War — the significance of Dewey 
at Manila. 

4. Who were the anti-imperialists? 

5. How does the Platt Amendment determine our relations with Cuba? 

6. How does the United States govern the Philippines and Porto Rico? Arguments for and 
against Philippine independence. Present status of the question. 

7. Why did the Spanish-American War cause renewed interest in the Panama Canal? 

8. Review the Clayton-Bulwer Treaty; terms of the Hay-Pauncefote Treaty. 

9. Story of the Panama Revolution. 

10. What is the present status of Panama and the Panama Canal Zone? 

11. Who were Gorgas and Goethals? 

12. Facts concerning Venezuela Boundary dispute, 1895; Santa Domingo debt controversy, 
1905- occupation of Haiti, 1915; relations with Nicaragua, 1915; Mexican land dispute. 

13. Give a brief account of Pan-Americanism and the Pan-American Conference, 1928. 

14. What was Secretary Stimson’s Caribbean sea policy? . 

15. How is the Monroe Doctrine affected by the League of Nations? 

16. What is the attitude of the F. D. Roosevelt administration toward the Monroe Doctrme 

and 1 iTthe significance of the fact that recently the League of Nations has taken an 

active part in settling disputes in the Western Hemisphere? 


154 


AMERICAN HISTORY 


X 

1. Brief survey of the early career of Theodore Roosevelt. 

2. T. Roosevelt’s attitude toward the trusts, the navy, conservation, the Russo-Japanese War , 
and the Hague Peace Conferences. 

3. Facts concerning the Boxer uprising; Hay's Open-Door Policy; the Gentlemen's Agreement 
with Japan, 1907; the Four-Power Treaty at the Washington Disarmament Conference in 1922; 
Japanese exclusion; and the London Naval Conference, 1930. 

4. What was “muckraking”; who were the insurgents, the progressives? 

5. What was the effect of the Payne-Aldrich Tariff on Taft and the Republican party? 

6. Facts concerning the 1912 campaign. 

7. Briefly describe the Federal Reserve System, Clayton Anti-Trust Act, Federal Trade Com¬ 
mission, Tariff Commission. 

8. Modern criticism of anti-trust laws. What are the provisions of the Transportation Act of 
1920, the Railroad Bill of 1933, the National Industrial Recovery Act of 1933? What was the 
O'Fallon decision? 

9. What are the rights of neutrals and belligerents respecting contraband? 

10. What was the Sussex pledge, the Zimmermann note? 

11. Reasons for American participation in the World War. 

12. Why did the American Senate reject the Versailles treaty and the League of Nations? 

13. Organization of the League of Nations and the World Court; attitude of American 
Senate; the “ Root Formula." 

14. Explain the Kellogg-Briand Pact. 

15. Describe the position of the United States in the Manchurian crisis of 1931-1932. What 
was Secretary Stimson’s policy? 

16. Explain the present status of the debt and reparations problem, and the attitude of the 
Franklin D. Roosevelt administration in the matter. 

17. What were the purposes of the World Economic Conference, June, 1933; why did it fail? 

XI 

1. What is a federal government? Why have we a federal government? 

2. How have the powers of the national government increased at the expense of the states? 

3. What is the elastic clause? 

4. How does the Fourteenth Amendment limit the powers of the states? 

5. How is the Constitution amended? 

6. Place and function of the Supreme Court in the American constitutional system. 

7. What is judicial legislation? Describe four important cases which show the power of 
the Supreme Court. 

8. How is the President elected? 

9. Difference between the actual method and the method outlined in the Constitution. 

10. What are the special powers of the Senate and the House? 

11. How are treaties made and ratified? 

12. Who controls the recognition of new governments? 

13. How is your state constitution amended? 

14. What is the “Bill of Rights”? 

15. Explain what is meant by direct legislation, the short ballot, direct primary, convention, 
caucus, filibustering, senatorial courtesy, “logrolling,” “pork-barrel,” “invisible government,” pro¬ 
portional representation. 

16. Facts concerning origin and decline of Federalist and Whig parties, the origin of the 
Democrat-Republicans, the Jackson-Democrats, the Republican party. Leaders and chief prin¬ 
ciples of each party. 

17. Outline the chief causes for growth and decline of third parties; state their accomplish¬ 
ments. 

18. What is the Lame-Duck Amendment? 

19. Outline the provisions of the Glass-Steagall Bill of 1932, the Reconstruction Finance Cor¬ 
poration, and the Glass Banking Bill of 1933. 

20. Why is it important to control the power supply? Explain the significance of Muscle 
Shoals, Roosevelt Dam, Boulder Dam. 

21. What disposition of Muscle Shoals was made by the democratic administration of Frank¬ 
lin D. Roosevelt, 1933? 

22. What issues are involved in the question — private versus public ownership of power 
supply? 





















































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COMPREHENSIVE REVIEW 155 

23. Outline the basic causes of the depression of 1929-1933, and the suggestions which have 
been either made or carried out to help conditions. 

24. What is meant by the New Deal? 

25. Explain the reasons for the Bank Holiday of March, 1933. How was the emergency met? 

26. Why did the United States abandon the gold standard? 

27. Why did President Roosevelt refuse to consent to an international agreement to stabilize 
exchanges? 

28. What measures have been enacted to help the unemployed and to ease the ravages of the 
panic of 1929-1933? 

Map Assignment 11. Review 

On Map 11, or on a tracing (according to teacher’s directions), do the following: 

(In the review a choice is offered, totaling 50 items, but that choice is limited, in that no two 
questions should be answered which will necessitate using exactly the same space. This does not 
apply to placing boundaries, routes, or specific points within or about large areas previously used 
when the placement will not cause any confusion. Use the insert maps when more convenient.) 

A. (Choose 15) 

List, by name, and locate on the map, by corresponding name or number, 15 of the following 
areas: 

1. Secured by the United States through the collapse of Napoleon’s dream of a new-wo rid 

empire. 

2. Purchased by the United States during President Monroe’s administration. 

3. Compromised with Great Britain in 1818. 

4. Included in the New England Confederation of 1643. 

5. Prohibited to English expansionists by the British Proclamation of 1763. 

6. The first territorial unit organized for government by the new nation. 

7. The use of which for navigation and right of deposit was granted the United States by 

Spain in 1795. 

8. Not previously announced as a rightful claim but secured by the United States as a result 

of the Mexican War. 

9. Settled by Thomas Hooker and his followers. 

10. Ceded to England by Spain in 1763. 

11. Held jointly by the United States and Great Britain from 1818 to 1846. 

12. Separated from Massachusetts in 1820. 

13. Purchased from Russia in 1867. 

14. Disputed possession of which was a cause of the Mexican War. 

15. East of the Mississippi held by Spain in 1800. 

16. Revolted from Colombia in 1903. 

17. In which the United States sought, unsuccessfully, to exclude seal fishing by other nations. 

18. A Central American United States protectorate established in 1916. 

19. To which the United States claim was recognized by Spain in 1795. 

20. Purchased from Mexico in 1853. 

B. (Choose 20) 

List, by name, and locate on the map, by corresponding name or number, 20 of the following 
sites: 

1. The first capital of the United States. 

2. The most creditable land victory during the War of 1812. 

3. Where New England voiced its opposition to the War of 1812. 

4. The British defeat which ended the American Revolution. 

5. A French fort taken and renamed for the English Prime Minister in the 18th century 

intercolonial struggle. 

6. Perry’s victory in the War of 1812. 

7. The American defeat of the British which brought forth official French aid. 

8. The Constitutional Convention. 

9. The battle which marked the fall of French power in America. 

10. Macdonough’s victory in 1814. 

11. Burned by the British in the War of 1812. 

12. Where the Pilgrims landed in 1620. 

13. A proposed second isthmian canal. 


156 


AMERICAN HISTORY 


14. United States naval base in the Caribbean. 

15. Secured by the United States shortly after a very speedy recognition of a revolutionary 

government. 

16. Islands secured through agreement with England and Germany. 

17. The city plundered by the corrupt Tweed Ring. 

18. Dewey’s victory over the Spanish in 1898. 

19. Center of the meat-packing industry. 

20. The capture of which assured the North’s control of the Mississippi River. 

21. The city of the Mormons. 

22. Islands annexed to the United States in 1898, following refusal of annexation in 1893. 

23. The capital of the Confederacy. 

24. The leading cattle-raising state. 

25. The last of the “public lands” to be opened to settlement. 

26. Muscle Shoals power and nitrate development. 

27. The gold discovery which necessitated the definition of the Alaskan-British Columbia 

boundary line. 

28. Center of the automobile manufacturing industry. 

29. Boulder Dam. 

30. Wall Street. 

C. (Choose 5) 

List, by name, and locate on the map, by corresponding name or number, 5 of the following 
colonies: 

1. Two whose charters Edmund Andros failed to secure. 

2. The last founded of the thirteen on the mainland. 

3. Founded upon the theory of separation of church and state. 

4. Had the first representative governing body in America. 

5. The last of the original thirteen to ratify the Constitution. 

6. Known for its friendly relations with the Indians. 

7. Claimed jurisdiction over Maine and New Hampshire. 

8. With the greatest number of Roman Catholic settlers. 

9. Governed originally by the Mayflower Compact. 

10. Known for its production of rice and indigo. 

11. Developed through the patroon system. 

12. Of Swedish origin. 

D. (Choose 5) 

List, by name, and outline, on the map, 5 of the following boundary lines: 

1. Line established by the Webster-Ashburton Treaty. 

2. Line west of the Mississippi, established by the Spanish Treaty of 1819. 

3. The northern line of slavery as proposed by the Crittenden Compromise. 

4. Line disputed with Canada, 1897, and decided in favor of the United States by the vote of 

Lord Alverstone, chief justice of England. 

5. Line arbitrated with England in 1846. 

6. The northern border line of slavery according to the Missouri Compromise. 

7. Line arbitrated with England in 1818. 

8. Line of settlement under George Ill’s Proclamation of 1763. 

9. Line below which Russia released all claim in 1824. 

10. The northern line of slavery according to the Kansas-Nebraska Act. 

E. (Choose 5) 

List, by name, and outline, on the map, 5 of the following routes: 

1. Lewis and Clark expedition. 

2. George Rogers Clark’s conquest of the West. 

3. National highway financed by Congress during Jefferson’s administration. 

4. The Erie Canal. 

5. St. Lawrence waterway. 

6. Followed by Pike in exploration of the Southwest. 

7. Central and Union Pacific Railroad. 

8. Santa Fe Trail. 

9. Expedition of Fremont, “the Pathfinder.” 

10. Oregon Trail. 


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